Semester Semester-I Semester-II Semester-III Semester-IV Semester-V Semester-VI Semester-VII Semester-VIII

Courses UG CERTIFICATE UG DIPLOMA UG DEGREE (3 YEARS) 4 YR UG (HONS.) 4 YR UG

(RESEARCH)
Major 70 4 Credits 4 Credits 8 Credits (2 14 Credit (3 14 Credit (3 Courses 4 16 Credit (4 Course 4 16 Credit (4 Course 4 16 Credit (4 Course 4 4 Credits One
Political Political History Courses) Courses 4 Credits Credits), 1 Course-2 Credits) Credits) Credits) Course
History of of North India 1. Political History each ), 1 Course-2 Credits 1. History of Science and 1. India’s Cultural contacts 1. Ancient Indian 1. Literature as a
Ancient India (Circa 600 CE - of South India Credits 1. Concepts and Methods Technology in Ancient with South-East Asia Numismatics: (From source of
(Circa600 1300 CE) (Circa 600 CE – 1. Ancient Indian of History Writing in India (from Beginning or Gupta to Early Ancient Indian
BCE - 600 1300 CE) Religions: Vedic Ancient India to the 6th Century BCE) India’s Cultural Contact with Medieval Period) History and
CE) 2. Ancient Indian and Purānic 2. Palaeography and 2. Ancient Indian Outside World 2. Art & Architecture of Culture
Social Life and 2. Ancient Indian Epigraphy of Ancient Numismatics: (From 2. Principal and Methods of Early Medieval period
Institutions Religions: India (From Beginning beginning to Archaeology 3. Paleography and
Jainism and to the Gupta Period) Satavahana Period) 3. History of Science and Epigraphy of Early
Buddhism 3. Prehistoric Arch: 3. Ancient Indian Art & Technology in Ancient Medieval Period
3. Political Ideas (From Origin of Man to Architecture (From India: (From 600 BCE. to 4. Historical Geography of
and Institutions the Beginning of beginning to Gupta 1200 CE.) Ancient India
of Ancient India Agriculture) Period) 4. Research Methodology or
4. Economic Life 4. Law and Legal 4. Proto-historic to Early Iconography & Sculptural
and Institutions Institutions in Ancient Historic Archaeology Styles of Early
of Ancient India India of Indian Subcontinent Medieval India

Minor 50 4- Credits 4- Credits 4- Credits 4- Credits 4- Credits (Vocational) 4- Credits(Vocational) 4- Credits 4- Credits 4- Credits
Political Political (Vocational) Political Ideas World Heritage Buddhist Circuit of India’s Cultural contacts Historical Geography Material
History of History of Cultural Heritage and Institutions Archaeological Sites North India with South-East Asia of Ancient India Remains as a
Ancient India North India of Varanasi of Ancient India and Monuments in Source of
(Circa600 (Circa 600 CE India Ancient Indian
BCE - 600 - 1300 CE) History and
CE) Culture

Course from other 50 3- Credits 3- Credits 3- Credits

discipline as World Introduction to Indian Knowledge ----------- ----------- ---------- ---------- ---------- ----------
Multidisciplinary (MD) Civilizations Art and System
Foundation Course (Bronze Age Architecture of
to Iron Age) Ancient India
Ability Enhancement 50 2- Credits 2- Credits 2- Credits 2- Credits
Course (AEC): MIL and Offered by Offered by Offered by FoA Offered by Faculty ---------- ---------- ----------
English Language FoA FoA of Arts (FoA) ----------- ----------

Skill Enhancement 50 3- Credits 3- Credits 3- Credits 2 Credits Summer 12- Credits

Courses (SE)/ Survey and Field Epigraphy Mint and ---------------- Internship ---------- ---------- ---------- Research Project/
Internship/ Documentati Minting of Coins Dissertation
Dissertation on of in ancient India
Archaeologic
al Remains
Value Added Course 50 4 Credits 4 Credits (2 2 Credits (** 2 Credits (**
(VAC): Faculty of Arts Courses of 2 Optional) Optional)
(FoA) Credit each) FOA FOA
FoA
Total Credits (120 20 Credits 20 Credits 20 Credits + 2 20 Credits + 2 20 Credits 20 Credits 20 Credits 20 Credits 20 Credits
Credits)- 3 Year UG Credits ( Credits (
Degree + 4 Credit Optional) Optional)
Optional
(160 Credits)- 4 Year
UG Degree + 4 Credits
Optional

 MIL (Modern Indian Language) and English Language.

** Value added Optional Courses: Community Engagement, NCC, NSS, Sports, Culture and Yoga.
*** Multidisciplinary Course opted for shall not be repeated in any semester.
IMPORTANT NOTES:
* Students may have the option to take Offline as well as ONLINE courses. However, students may take up to 40% of the credits from ONLINE courses in each category. Further, the capping of 40% may be
relaxed to 50% for courses in “Others” category to enable them to credit more interesting courses. Students will have to pay the fees for ONLINE courses.
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 101: Political History of India (Circa 600 BCE - 600 CE)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course1 (Tick any one of the above)
Credits2& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course This paper aims to provide a comprehensive understanding of the political landscape of
Objectives ancient India. Students will explore the evolution of political structures, key empires, and
(not more significant invasions that shaped the subcontinent. Through detailed study of the
than 100 Mahājanapadas, the rise and fall of the Magadha and Mauryan empires, the impact of
words) foreign dynasties, and Gupta dynasty the course seeks to illuminate the historical context
and dynamics that influenced the political developments and governance of ancient India
from the 6th century BCE to the 6th century CE.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Political Condition of India from 6th Century BCE to 4th Century 15
BCE
1. Political Condition in the sixth century BCE (Mahājanapadas
and Republics)
2. Rise of the Magadha Empire from the Haryanka to the
Nanda dynasties.
3. Achaemenian Invasions of India (Cyrus, Darius I and
Xeraxes)
4. Alexander's Invasion of India.
II Mauryan Dynasty 15
5. Origin
6. Chandragupta Maurya
7. Aśoka
8. Decline of the Mauryan Dynasty
III Post-Mauryan Dynasty and Foreign Dynasties 15
9. Śunga-Kanva
10. Chedi
11. Indo-Greeks, Śaka (western Kshatrapas) and Pahlava
12. Kushāna
IV Gupta Dynasty 15
13. Beginning of the Gupta Power

1
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
2
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

2
 14. Samudragupta
15. Chandragupta II
16. Kumāragupta I and Skandagupta
17. The Hūna and the Fall of the Gupta Empire
Texts /  Dutta, Pundit Bhagavat, Bharatvarsh ka Brihad Itihas, Vol. I & II, Delhi, 2000.
References  Goyal, Sriram, Magadh-Satvahan-Kushan Samrajyon ka Yuga, Jodhpur, 1988.
 Goyal, Sriram, Prachin Bharatka Ithihas, Jhodpur press, 1988
 Narain, A.K., The Indo-Greeks, New Delhi, 1996.
 Puri, B.N., India Under the Kushanas, Bombay, 1965.
 Jain, Suman, A Socio-Cultural study of Foreign Dynasties, New Delhi, 2014
 R.N. Pandey ,Prachin Bharath ka Rajaneetik or Sanskritik Ithihas, Prayag, 2008
 Raychoudhury, H.C., Political History of Ancient India, Calcutta, 1931.
 Raychoudhury, H.C., Prachin Bhārata Ka Rajanitika Itihasa, Allahabad,1980.
 Shastri, K.A.N., TheAge of Nandas and Mauryas, Varanasi, 1967.
 Tripathi, R.S., Ancient India, Delhi, 1960.
 Gupta P.L., Gupta Samrajya, Varanasi, 2022 (Reprint)
 Majumdar, R.C. and A.S. Altekar, The Gupta-Vakataka Age (Also in Hindi), Chapters
1, 11 and 14, London, 1946.
 Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian
People, Vols. III and IV (relevant chapters), Bombay, 1980.
 Pandey, Vimal Chandra, Pracina Bharata Ka Rajanitika Itihasa (600 –1200 A.D.),
Lucknow, 1973.
 Pathak, Vishuddhanand, Uttar Bharata Ka Rajanaitik Itihasa, Lucknow, 1973.
 Ray, H.C., Dynastic History of North India, Delhi, 1960.
 Pandey, Rajbali,Prachin Bharata, Varanasi. 2010 (Reprint). The new edition
prepared by Vibha Upadhaya
 Upadhyaya, Vasudeo, Gupta Samrajya Ka Itihasa (Hindi), Prayag, 1939
 Singh, Upinder. A History of Ancient and Early Medieval India (Also in Hindi), Noida,
2024

Learning By the end of this course, students will be able to analyze the political conditions and the
Outcomes significance of the Mahājanapadas and republics in the 6th century BCE. Evaluate the rise
(not more and contributions of the Magadha Empire, including the influence of the Haryanka and
than 100 Nanda dynasties. Understand the implications of Achaemenian and Alexander's invasions
words) on Indian politics. Assess the establishment, zenith, and decline of the Mauryan dynasty
with emphasis on key figures like Chandragupta Maurya and Aśoka. Critically examine the
role and impact of post-Mauryan and foreign dynasties such as the Śunga, Kanva, Indo-
Greeks, Śaka, and Kushāna on the Indian subcontinent. Detail the rise and achievements of
the Gupta dynasty and understand the factors leading to its decline, including the Hūna
invasions.

Head of the Department

3
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMR 101: Political History of India (Circa 600 BCE - 600 CE)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course3 (Tick any one of the above)
Credits4& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course This paper aims to provide a comprehensive understanding of the political landscape of
Objectives ancient India. Students will explore the evolution of political structures, key empires, and
(not more significant invasions that shaped the subcontinent. Through detailed study of the
than 100 Mahājanapadas, the rise and fall of the Magadha and Mauryan empires, the impact of
words) foreign dynasties, and Gupta dynasty the course seeks to illuminate the historical context
and dynamics that influenced the political developments and governance of ancient India
from the 6th century BCE to the 6th century CE.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Political Condition of India from 6th Century BCE to 4th 15
Century BCE
1. Political Condition in the sixth century B.C.E
(Mahājanapadas and Republics)
2. Rise of the Magadha Empire from the Haryanka to the
Nanda dynasties.
3. Achaemenian Invasions of India (Cyrus, Darius I and
Xeraxes)
4. Alexander's Invasion of India.
II Mauryan Dynasty 15
5. Origin
6. Chandragupta Maurya
7. Aśoka
8. Decline of the Mauryan Dynasty
III Post-Mauryan Dynasty and Foreign Dynasties 15
9. Śunga-Kanva
10. Chedi
11. Indo-Greeks, Śaka (western Kshatrapas) and Pahlava
12. Kushāna
IV 15

3
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
4
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

4
 Gupta Dynasty
13. Beginning of the Gupta Power
14. Samudragupta
15. Chandragupta II
16. Kumāragupta I and Skandagupta
17. The Hūna and the Fall of the Gupta Empire

Texts /  Dutta, Pundit Bhagavat, Bharatvarsh ka Brihad Itihas, Vol. I & II, Delhi, 2000.
References  Goyal, Sriram, Magadh-Satvahan-Kushan Samrajyon ka Yuga, Jodhpur, 1988.
 Goyal, Sriram, Prachin Bharatka Ithihas, Jhodpur press, 1988
 Narain, A.K., The Indo-Greeks, New Delhi, 1996.
 Puri, B.N., India Under the Kushanas, Bombay, 1965.
 Jain, Suman, A Socio-Cultural study of Foreign Dynasties, New Delhi, 2014
 Raychoudhury, H.C., Political History of Ancient India, Calcutta, 1931.
 Raychoudhury, H.C., Prachin Bhārata Ka Rajanitika Itihasa, Allahabad,1980.
 Shastri, K.A.N., TheAge of Nandas and Mauryas, Varanasi, 1967.
 Tripathi, R.S., Ancient India, Delhi, 1960.
 Gupta P.L., Gupta Samrajya, Varanasi, 2022 (Reprint)
 Majumdar, R.C. and A.S. Altekar, The Gupta-Vakataka Age (Also in Hindi), Chapters 1,
11 and 14, London, 1946.
 Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian People,
Vols. III and IV (relevant chapters), Bombay, 1980.
 Pandey, Vimal Chandra, Pracina Bharata Ka Rajanitika Itihasa (600 –1200 A.D.),
Lucknow, 1973.
 Pathak, Vishuddhanand, Uttar Bharata Ka Rajanaitik Itihasa, Lucknow, 1973.
 Ray, H.C., Dynastic History of North India, Delhi, 1960.
 Pandey, Rajbali,Prachin Bharata, Varanasi. 2010 (Reprint). The new edition prepared by
Vibha Upadhaya
 Tripathi, R.S., Ancient India (English and Hindi),Delhi, 1960.
 Upadhyaya, Vasudeo, Gupta Samrajya Ka Itihasa (Hindi), Prayag, 1939
 Singh, Upinder. A History of Ancient and Early Medieval India (Also in Hindi), Noida,
2024
Learning By the end of this course, students will be able to analyze the political conditions and the
Outcomes significance of the Mahājanapadas and republics in the 6th century BCE. Evaluate the rise
(not more and contributions of the Magadha Empire, including the influence of the Haryanka and
than 100 Nanda dynasties. Understand the implications of Achaemenian and Alexander's invasions
words) on Indian politics. Assess the establishment, zenith, and decline of the Mauryan dynasty
with emphasis on key figures like Chandragupta Maurya and Aśoka. Critically examine the
role and impact of post-Mauryan and foreign dynasties such as the Śunga, Kanva, Indo-
Greeks, Śaka, and Kushāna on the Indian subcontinent. Detail the rise and achievements of
the Gupta dynasty and understand the factors leading to its decline, including the Hūna
invasions.

Head of the Department

5
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AMD 101: World Civilization (Bronze Age to Iron Age)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course5 (Tick any one of the above)
Credits6& Theory Practical Cumulative
Hour of Credits 03
Teaching Hour of Teaching (Total) 45
Course In the process of cultural development, as the requirements of the society increased, craft
Objectives and trade activities intensified at several centers in old world. In due course of time a
(Not more drastic change appeared in every sphere of life, be it social structure, religion, science and
than 100 technology, settlement pattern, trade and commerce. We see urban centers in several
words) parts of the world and a well-established social, economic and administrative institution
which need to be studied in order to understand how they shaped the present-day world.
In this paper an attempt has been made to unravel different facets of ancient Egyptian,
Sumerian, Babylonian and Chinese civilizations.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Unit I: Ancient Egypt 15
1. Social condition and administration
2. Economic condition
3. Religion and science
4. Art and Architecture
5. Life and achievements of Ikhnaton

II Unit II: Sumer 15

6. Social condition
7. Economic condition
8. Religion and science
9. Art and Architecture

III Unit III: Babylon & Chinese Civilization 15

10. Life and code of Hammūrabi
11. Economic condition of Babylon
12. Social condition of Babylon
13. Religion and science of Babylon
14. Art and Architecture of Babylon
15. Shāng and Chou Age of China

5
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
6
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

6
 16. Life and teachings of Confucius

Texts /  Burns, E.M., P.L. Ralph, R.E. Lerner and S. Meacham, World Civilizations, Vol. A,
References Delhi (Indian Edition), 1991.
 Child, V.G., What Happened in History, Australia, 1964.
 Childe, V. G., Prachinatam Prachya Sabhyata par Naya Prakasha (English and
Hindi), Patna, 1970.
 Durant, Our Oriental Heritage (relevant chapters), New York, 1954.
.
 Goyal, S.R., Vishva Ki Prachina Sabhyataye, Varanasi, 2004.
 Kohl, Philip, The Making of Bronze Age Eurasia, Cambridge, 1987.
 Latourette, The Chinese: Their History and Culture.
 Roux, G., Ancient Iraq, London, 1964.
 Tripathi, R.P., Vishva Itihas, Varanasi, 1968.
 Murray, M.A., Splendour That was Egypt, London, 1949.
 Upadhyay, B.S., The Ancient World, Hyderabad, 1954.
 Hayes, W.C., Most Ancient Egypt, Chicago, 1965.
 Swain, J.W., The Ancient World, Vol. I, New York, 1950.
 Field, G.L., The Grwoth of Civilization, New York, 1966.
Learning This study explores the evolution of craft and trade activities in ancient civilizations,
Outcomes including Egyptian, Sumerian, Babylonian, and Chinese societies. As societal demands
(Not more grew, significant changes occurred in social structures, religion, science, technology,
than 100 settlement patterns, and commerce. These changes led to the emergence of urban centers
words) and sophisticated social, economic, and administrative institutions. By examining these
ancient civilizations, we aim to understand how their advancements and complexities
shaped the modern world. This paper unravels various facets of these early cultures,
providing insights into their contributions to contemporary society.

Head of the Department

7
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title ASEC 101: Survey and Documentation of Archaeological Remains

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course7 (Tick any one of the above)
Credits8& Theory Practical Cumulative
Hour of Credits 03
Teaching Hour of Teaching (Total) 45
Course The primary objective of surveying archaeological remains is to systematically locate,
Objectives record, and document evidence of past human activity. This involves a comprehensive
(not more exploration of a specific region or site to identify and assess the significance of
than 100 archaeological resources. This paper will highlight the identifying and recording previously
words) unknown archaeological sites, artifacts, and structures, gathering data to understand past
cultures, societies, and sites.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction to surveying methods 15
1. Aims and Objectives of Survey
2. Types and methods of Survey
3. Contour Survey
II A brief Survey of Archaeological sites and 15
Monuments

4. Prehistoric sites and Rock-paintings

5. Archaeological Sites
6. Buddhist Monuments
7. Rock cut- caves
8. Rock cut Temples,
9. Structural Temples

III Basic introduction to Documentation 15

10. Definition and significance of Documentation

11. Types and methods of Documentation
12. Documentation of archaeological objects at

7
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
8
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

8
 the site
13. Documentation of Antiquities: Definition and
Classification
14. Role of Archaeological Drawing,
15. Instruments for Archaeological Drawing
Texts /  Sarnath & Ajanta, ASI Guide Book, New Delhi, 1984
References  Bajpai, K.D., et.at., Aitihasik Bhartiya Abhilekha (Hindi), Jaipur, 1997
 Sircar, D.C., Select Inscriptions, Vo. I, Calcutta, 1965
 Gupta, P.L., Prachin Bharat Ke Pramukh Abhilekha, Bhag I & II,Varanasi,1996
 Goel, S.R., Prachin Bhartya Abhilekha Sangraha, Khand-I, Jaupur, 1982
 Goel, S.R., Gupta Abhilekha, Patna, 1974
 Altekar, A.S., Guptakalin Sikke
 Gupta, P.L., Bharat Ke Purvakalik Sikke, Varanasi.
 Gupta, P.L., Coins
 Saraswati, S.K., A Survey of Indian Sculpture, Calcutta, 1956.
 Banerjee, J.N., Development of Hindu Iconography, Calcutta, 1956.
 Bhattacharya, B., The Indian Buddhist Iconography, New Delhi, 1990 ; Jain
Iconography, Delhi, 1974.
 Joshi,N.P., Prachin Bharatiya Murti Vigyan , Patna, 1977.
 Ghosh, R.S. Manoranjan, Rock-Pantings and other antiquities of pre-historic and
later times, Memoirs of the ASI, 1998.
 Goel, S.R., Gupta Abhilekh, Patna, 1974.
. .
 Goel, S.R., Prācīna Bhāratīya Abhilekha Sangraha, Pt.-I, Jaipur, 1982.
 Gupta, P.L., Prācīna Bhārata Ke Pramukha Abhilekha, Pts. I and II, Varanasi, 1996.
 Joshi, N.P., Prācīna Bhāratīya Mūrti Vijñāna (Hindi), Patna, 1977.
 Mishra, B.N., Nālandā, 3 Vols., relevant chapters, Delhi, 1998.
 Patil, D.R., Antiquarian Remains of Bihar, Patna, 1967.
 Saraswati, S.K., A Survey of Indian Sculpture, Calcutta, 1956.
 Sarnath, ASI Guide Book, New Delhi, 1984.
 Sharma, Y.D., Delhi and its neighbourhood, ASI Guide Book, N. Delhi, 2001 (Reprint).
 Sircar, D.C., Select Inscriptions, Vol. I, Calcutta, 1965.
 Sivaramamurti, C., Indian Painting, Delhi, 1970.
Learning A course on Survey of Archaeological Remains aims to equip students with the knowledge
Outcomes and skills necessary to conduct systematic archaeological surveys. Upon completion of the
(not more course, students should be able to demonstrate a comprehensive understanding of the
than 100 theoretical and methodological foundations of archaeological survey. Students will learn
words) the different types of archaeological surveys and their applications. They will
understand the role of survey data in archaeological research and interpretation.

Head of the Department

9
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 201: Political History of North India (Circa 600 CE – 1300 CE)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course9 (Tick any one of the above)
Credits10& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course
Objectives This paper aims to provide a detailed examination of the political dynamics and historical
(not more developments in North India from the 6th century to the 13th century CE. Students will
than 100 delve into the histories of significant dynasties such as the Maukharīs, Puśyabhūtis,
words) Pratīhāras, Pālas, Kalacuris, Chandellas and others, exploring their rise, political
achievements, and impact. The course seeks to enhance understanding of regional politics,
inter-dynastic conflicts, and the socio-political context that shaped the history of early
medieval North India.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I History of Kannauj, Pratīhāras and Pālas 15
1. Maukharīs and Puśyabhūti Dynasty
2. Rise of Partiharas-Vatsarāja, Nāgabhatta II and Mihira
Bhoja
3. Rise of Pālas upto Devapāla

II The History of Kashmir, West and North West India 15

4. Karkota dynasty, Utpala Dynasty and Lohara Dynasty
5. Political History of Sindh
6. History of Caulukyas of Gujarat up to Kumārapāla

III The Kalacuris, Chandellas and Paramāras 15

7. History of Kalacuris up to Laksmīkarna
8. History of Chandellas with special reference to Dhang
and Vidyādhar
9. History of Paramāras up to Bhoja

IV The Gāhadavālas of Kannauj and Cāhamānas of Śākambharī 15

9
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
10
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

10
 10. History of Gāhadavālas upto Jayacandra
11. History of Cāhamānas upto Prithvīrāja III
Texts /  Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian People,
References Vols. IV and V (relevant chapters), Bombay, 1988, 1989.
 Pandey, Vimal Chandra, Pracin Bharata Ka Rajanītika Itihasa (600 –1200 A.D.),
Lucknow, 1973.
 Pathak, Vishuddhananda, Uttara Bharata Ka Rajanaitika Itihasa, Lucknow, 1973.
 Roma Niyogi,The History of the Gahadavala Dynasty, Oriental Book Agency, Calcutta
1959
 Upinder Singh,A History of Ancient and Early Medieval India, Person, New Delhi, 2019
 V.D. Mahajan,Ancient India, S Chand and Company Limited, Ram Nagar, N Pandey,
Vimal Chandra, Pracina Bharata Ka Rajanitika Itihasa (600 –1200 A.D.), Lucknow, 1973.
 Pathak, Vishuddhanand, Uttar Bharata Ka Rajanaitik Itihasa, Lucknow, 1973. ew Delhi,
2018
 Ray, H.C., Dynastic History of North India, Delhi, 1960.
 Pandey, Rajbali,Prachin Bharata, Varanasi. 2010 (Reprint). The new edition prepared
by Vibha Upadhaya

Learning By the end of this course, students will be able to nderstand the political history and
Outcomes contributions of the Maukharīs and Puśyabhūti dynasties. Analyze the rise and significance
(not more of the Pratīhāras and Pālas, focusing on key rulers such as Vatsarāja, Nāgabhatta II, Mihira
than 100 Bhoja, and Devapāla. Explore the historical developments in Kashmir, West, and North-
words) West India, including the Karkota, Utpala, and Lohara dynasties. Assess the political history
of Sindh and the Caulukyas of Gujarat. Examine the histories of the Kalacuris, Candellas,
and Paramāras, with attention to notable rulers like Laksmīkarna, Dhang, Vidyādhar, and
Bhoja. Detail the rise and impact of the Gāhadavālas and Cāhamānas, with a focus on
prominent figures such as Jayacandra and Prithvīrāja III.

Head of the Department

11
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMR 201: Political History of North India (Circa 600 CE - 1300 CE)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course11 (Tick any one of the above)
Credits12& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course
Objectives This paper aims to provide a detailed examination of the political dynamics and historical
(not more developments in North India from the 6th century to the 13th century CE. Students will
than 100 delve into the histories of significant dynasties such as the Maukharīs, Puśyabhūtis,
words) Pratīhāras, Pālas, Kalacuris, Chandellas and others, exploring their rise, political
achievements, and impact. The course seeks to enhance understanding of regional politics,
inter-dynastic conflicts, and the socio-political context that shaped the history of early
medieval North India.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I History of Kannauj, Pratīhāras and Pālas 15
1. Maukharīs and Puśyabhūti Dynasty
2. Rise of Partiharas-Vatsarāja, Nāgabhatta II and
Mihira Bhoja
3. Rise of Pālas upto Devapāla

II The History of Kashmir, West and North West India 15

4. Karkota dynasty, Utpala Dynasty and Lohara Dynasty
5. Political History of Sindh
6. History of Caulukyas of Gujarat up to Kumārapāla

III The Kalacuris, Chandellas and Paramāras

7. History of Kalacuris up to Laksmīkarna
8. History of Chandellas with special reference to
Dhang and Vidyādhar
9. History of Paramāras up to Bhoja

IV The Gāhadavālas of Kannauj and Cāhamānas of 15

11
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
12
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

12
 Śākambharī
19. History of Gāhadavālas upto Jayacandra
20. History of Cāhamānas upto Prithvīrāja III
Texts /  Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian People,
References Vols. IV and V (relevant chapters), Bombay, 1988, 1989.
 Pandey, Vimal Chandra, Pracin Bharata Ka Rajanītika Itihasa (600 –1200 A.D.),
Lucknow, 1973.
 Pathak, Vishuddhananda, Uttara Bharata Ka Rajanaitika Itihasa, Lucknow, 1973.
 Roma Niyogi,The History of the Gahadavala Dynasty, Oriental Book Agency, Calcutta
1959
 Upinder Singh,A History of Ancient and Early Medieval India, Person, New Delhi, 2019
 V.D. Mahajan,Ancient India, S Chand and Company Limited, Ram Nagar, N Pandey,
Vimal Chandra, Pracina Bharata Ka Rajanitika Itihasa (600 –1200 A.D.), Lucknow, 1973.
 Pathak, Vishuddhanand, Uttar Bharata Ka Rajanaitik Itihasa, Lucknow, 1973. ew Delhi,
2018
 Ray, H.C., Dynastic History of North India, Delhi, 1960.
 Pandey, Rajbali,Prachin Bharata, Varanasi. 2010 (Reprint). The new edition prepared
by Vibha Upadhaya

Learning By the end of this course, students will be able to nderstand the political history and
Outcomes contributions of the Maukharīs and Puśyabhūti dynasties. Analyze the rise and significance
(not more of the Pratīhāras and Pālas, focusing on key rulers such as Vatsarāja, Nāgabhatta II, Mihira
than 100 Bhoja, and Devapāla. Explore the historical developments in Kashmir, West, and North-
words) West India, including the Karkota, Utpala, and Lohara dynasties. Assess the political history
of Sindh and the Caulukyas of Gujarat. Examine the histories of the Kalacuris, Candellas,
and Paramāras, with attention to notable rulers like Laksmīkarna, Dhang, Vidyādhar, and
Bhoja. Detail the rise and impact of the Gāhadavālas and Cāhamānas, with a focus on
prominent figures such as Jayacandra and Prithvīrāja III.

Head of the Department

13
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AMD 201: Introduction to Art and Architecture of Ancient India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course13 (Tick any one of the above)
Credits14& Theory Practical Cumulative
Hour of Credits 03
Teaching Hour of Teaching (Total) 45
Course This course is a broad introduction to Indian Art and architecture. The course will not only
Objectives introduce students to a wide array of works of art and architecture in India but it will also
(not more enhance their understanding about different styles of art architecture, kinds of town
than 100 planning in ancient India to the students. The students will have an overview of Indian art
words) and architecture after the completion of this course.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction to Indian art and Architecture 15
A. Understanding Art:
1. Meaning, Types and medium
2. Symbols & Symbolism in Indian art
B. Understanding architecture:
1. Temple styles: Nagar, Dravida and Vesara
2. Types of Architecture: Secular, Religious
II Pre-historic, Proto-historic & Early Historic Period art and 15
Architecture
1. Prehistoric art,
2. Indus valley art and Architecture: Town Planning
(Mohenjodaro, Kalibangan and Dholavira), Stone, Metal and
Terracotta art
3. Mauryan Art and Architecture
4. Kushana Art: Mathura and Gandhara School
5. Gupta Art and Architecture: Temples
III Origin and Evolution of the Stupa, Temples and Rock -cut 15
Architecture

13
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
14
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

14
 6. Sanchi and Amaravati
7. Barabar - Nagarjuni Caves
8. Hinayana and Mahayana Vihara and Chaityagrha: Salient
Features
9. Brahmanical Caves- Badami and Ellora (cave No.16)
10. Rathas and Shore Temple of Mahabalipuram
Texts /  Brown, Percy. 1960. Indian Architecture (Buddhist and Hindu). Bombay:
References Taraporewala. Dehejia, Vidya. 1972. Early Buddhist Rock Temples. London:
Thames and Hudson.
 Deva, Krishna. 1969. Temples of North India. Delhi: NBT.
 Nagaraju, S. 1981. Buddhist Architecture of Western India. Delhi: Agam Kala.
 Srinivasan, K.R 1972. Temples of South India. Delhi: NBT.
 Tadgell, Christopher. 1994. The History of Architecture in India. London: Phaidon
Press Ltd.
 Hardy, Adam. 2007. The Temple Architecture of India. London: Wiley and Sons. Ltd
 Chempakalakshmi, R. 2007. The Hindu Temple: New Delhi: Roli and Jansen
 Fergusson, James. 2011. History of Indian and Esatern Archicture (Vol.I&II). New
Delhi: Rupa Publications
 Hawkes, Jason and Akirashimada (ed). 2009. Budhist Stupas in South Asia. New
Delhi: Oxford University press
 Agrawal,V.S. (1965). Master pieces of Mathura Sculpture. Varanasi: Prithvi Prakshan
 Bachoffer, L. (1973). Early Indian Sculpture Vol. I&II. Delhi: Munshiram Manoharlal
Banarsidass
 Coomaraswamy, A.K. (1972). History of Indian and Indonesian Art. Delhi:
Munshiram Manoharlal
 Dahejia, Vidya. (1997). Discourse in Early Buddhist Art-Visual Narratives of India.
Delhi: Munshiram Manoharlal.
 Dehejia, Vidya. (1998) Indian Art . London: Phaidon.
 Hantington, S,L. (2016) 2nd edition. The Art of Ancient India- Buddhist, Hindu and
Jain. New Delhi: Motilal Banarsidass 34
 Joseph,M,DyeIII. (2001). The Art of India- Virginia Museum of Fine Arts. London:
Philip Wilson Publishers
 Saraswati, S. K. 1975. A Survey of Indian Sculpture Delhi: Munshiram Manoharlal.
 Zimmer, M. 1964. The Art of Indian Asia (2Vols) New York: Bollinger Foundations.

Learning After the completion of this course the student will get an overview of art and
Outcomes architecture, from prehistory to the Gupta period. The students will acquire knowledge on
(not more broad chronological and artistic development of Indian art and architecture.
than 100
words)

Head of the Department

15
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title ASEC 201: Field Epigraphy

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course15 (Tick any one of the above)
Credits16& Theory Practical Cumulative
Hour of Credits 3
Teaching Hour of Teaching (Total) 45
Course Field epigraphy is the study and practice of recording and interpreting inscriptions found in
Objectives situ. It requires a combination of archaeological, historical and linguistic skills to locate,
(not more document and analyze inscriptions on-sites. This paper discuss elaborately about the
than 100 history of epigraphic studies, aims and methods of epigraphical survey, identification,
words) classification and documentation of inscriptions. It focuses on the practical training in
obtaining estampage of stone and copper-plate inscriptions.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction
1. Meaning and Scope of Palaeography and Epigraphy 15
2. History of Epigraphic Studies
II Field Epigraphy
3. Aims and Methods of Epigraphical field survey
4. Identification and Classification of inscription 15
5. Decipherment
6. Report Writing
III Documentation
7. Estampage: Lithic records and Copper Plate 15
8. Photography
9. Recording
Texts /
References  Buhlar, G., Indian Palaeography, Culcutta, 1959, (Hindi & English)
 Dani A.H., Indian Palaeography, London, 1963
 Ojha, G.H., Prāchīn Bhāratīya Lipimālā , New Delhi, 1971
 Sarcar, D.C., Indian Epigraphy, (Hindi and English) Varanasi, 1965
 Satya Murty. Kasibhatta, Text Book on Indian Epigraphy, Delhi, 1953

Learning After completing this course, the student will gain practical experience in conducting field
Outcomes work including survey, technique and handling of epigraphic artifacts. The student will

15
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
16
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

16
(not more successfully be able to read various ancient scripts and gain practical experience in
than 100 transcribing and translating ancient epigraphs. They will also learn various techniques for
words) documenting and analyzing inscriptions including methods for recording and preserving
epigraphic evidences.

Head of the Department

17
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 301: Political History of Deccan and South India (Circa 300 BCE - 1300 CE)

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course17 (Tick any one of the above)
Credits18& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course This course aims to provide a comprehensive understanding of the political developments
Objectives in South India from the Sangam Age to the early medieval period. Students will explore the
(not more rise, expansion, and political achievements of key dynasties such as the Satavahanas,
than 100 Vakatakas, Chalukyas, Rashtrakutas, Pallavas, Cholas, Pandyas, Yadavas, Kakatiyas, and
words) Hoysalas. Through an in-depth study of these dynasties, the course seeks to illuminate the
socio-political contexts, inter-dynastic conflicts etc. that shaped the history of South India.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Sangam, Satavahanas and Vakatakas 15
1. Sangam Age
2. Satavahanas
3. Vakataka: Upto Rudrasena II

II Dynasties of the Chalukyas and Rastrakutas 15

4. Cālukyas of Bādāmī
5. Cālukyas of Kalyānī
6. History of Rāśtrakūtas upto Krśna III
III The Pallavas of Kanchi & Cholas 15

7. History of Pallavas upto Narasimhavarman I

8. History of Cholas upto Rājendra I

IV The Pāndya Dynasty of Madurai and Yadavas of Devagiri 15

9. First and Second Pandya dynasty

10. History of Yādava upto Ramachandra
11. Kakatiyas and Hoysalas

17
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
18
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

18
Texts /  Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian
References People, Vols. III and IV (relevant chapters), Bombay, 1980.
 Mishra, S.M., Dakshina Bharata Ka Rajanitika Itihasa, New Delhi, 1995.
 Pandey, Vimal Chandra, Prachina Bharata Ka Rajanitik Itihasa (600 –1200 A.D.),
Lucknow, 1973.
 Pathak, Vishuddhananda, Uttara Bharata Ka Rajanaitika Itihasa, Lucknow, 1973.
 Srivastava, Balram, Dakshina Bharata Ka Itihasa, Varanasi, 1968.
 Yazdani, G. (ed.), The Early History of the Deccan, 2 vols., London, 1960.
 Yazdani, G., Deccan Ka Prachina Itihasa, New Delhi, 1977.
 K.A. Nilakantha Shastri, History of South India: from Prehistoric times to the fall of
Vijayanagar. Oxford India Paperbacks, 4th Edition. 1997
 U.S.A, (original publication 1933, Mewar state press, Jodhpur)
 A.S. Altaker, The Rashtrakutas and their times, Poona Oriental Series No. 36,
Oriental Book Agency Poona 2. 1934
 R.N. Pandey,Prachin Bharata ka Rajanitik aur Sanskritika Ithihas, Prayag Pustak
Bhavan, 2008
 Karashima, Noboru,A Concise History of South India, Oxford University
 Press, Oxford 2014
 Krishna Murari,The Cāḷukyas of Kalyāṇi, from Circa 973 A.D. to 1200 A.D.: Based
Mainly on Epigraphical Sources, Concept Publishing Company, New Delhi,1977
 Singh, Upinder,A History of Ancient and Early Medieval India (Also in Hindi),
Noida,2024

Learning By the end of this course, students will be able to: Analyze the socio-political aspects of the
Outcomes Sangam Age and understand the significance of the Satavahanas and Vakatakas up to
(not more Rudrasena II. Evaluate the rise and impact of the Chalukyas of Badami and Kalyani, and the
than 100 Rashtrakutas up to Krishna III. Understand the history and contributions of the Pallavas of
words) Kanchi, focusing on Narasimhavarman I, and the Cholas up to Rajendra I. Examine the
political history of the first and second Pandya dynasties, and their influence on the region.
Assess the history and significance of the Pandya Dynasty of Madurai and the Yadavas of
Devagiri up to Ramachandra. Detail the rise and contributions of the Kakatiyas and
Hoysalas in the context of South Indian history.

Head of the Department

19
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 302: Ancient Indian Social Life and Institutions

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course19 (Tick any one of the above)
Credits20& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Social history happens to be the core around which the historical reconstruction of any
Objectives civilization takes place. This course introduces to the students the basic social ideas and
(Not more institutions of ancient India. Social stratifications through Varna-Ā sŕ ama system and the
than 100 necessity and significance of the institutions of marriage and family are discussed in first
words) two units respectively. The health of any society is manifested through the position a
woman enjoys. This is brought to the fore in the third unit. The ethical values cherished
upon and the ideal behaviour patterns are the subject matters of the fourth unit, while
the fifth unit describes the educational system of ancient India.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Varna-Āśrama System, Rina, Puruśārtha 15
1. Origin and development of Varna
2. Origin, development and significance of Āśrama
3. Varna and emergences of Jāti
4. Types and significance of Rina
5. Concept and significance of Puruśārtha

II Marriage and Family 15

4. Meaning and aims and objectives of marriage
5. Types of marriages and their significance
6. Concept and components of family
7. Types and significance of Samsakāras

III Position of Women and Shudras 15

8. Position and status of women in society
9. Role and contribution of women to society
10. Position and status of Shudras in society

19
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
20
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

20
 IV Ancient Indian Education and Institutions 15
11. Aims and objectives of education
12. Important centres of education: Nalanda, Vikramaśilā,
Kashi and Taxila

Texts /  Altekar, A. S., Education in Ancient India (Also in Hindi), Varanasi, 1934.
References  Altekar, A.S., Position of Women in Hindu Civilization, Benares, 1938.
 Bhattacharya, S. C., Some Aspects of Indian Society from 2nd century B. C. to 4th
century A. D., Calcutta, 1978.
 Ambedkar, B.R Who were the Sudras, Writing and speeches, Vol.7, Bombay
(1979 Reprinted), New Delhi 2014.
 Dutt, N. K., Origin and Growth of Caste in India, Calcutta, 1931.
.
 Jauhari, M., Prā cīna Bhārata Mem Varnā sŕ ama Vyavasthā (Hindi), Varanasi,
1985.
 Sharma, R. S., Light on Early Society and Economy, Bombay, 1966.
 Sharma, R. S., Prā rambhika Bhārata Kā Ā rthika Aura Sā mā jika Itihā sa (Hindi),
Delhi, 2000.
 Thapar, Romila, Ancient Indian Social History: Some Interpretation, Delhi, 1978.
 Tripathi, L.K. (ed.), Position and Status of Women in Ancient India, 2 Vols.,
Varanasi, 1988 and 1992.
 Vedalankar, Hardatt, Hindu Parivara Mimamsa (Hindi), Delhi, 1973.
 Yadav, B. N. S., Society and Culture in Northern India in the twelfth century A. D.,
Allahabad, 1973.

Learning A course on Ancient Indian Social Life and Institutions aims to equip students with a
Outcomes comprehensive understanding of the socio-cultural fabric of ancient India. The paper
(Not more Demonstrate a deep understanding of the key social institutions in ancient India such as
than 100 the caste system, family, marriage, and the position of women. It will Explain the
words) evolution of social structures and their impact on different sections of society. It also
Analyze the role of religion and philosophy in shaping social norms and values and
Compare and contrast the social life of different regions and periods in ancient India.

Head of the Department

21
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title VOC 301: Cultural Heritage of Varanasi

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course21 (Tick any one of the above)
Credits22& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Varanasi is not only the oldest living city of the world but also a place which epitomizes the
Objectives culture and tradition of India through the ages. This course introduces to the students the
(not more rich heritage of Varanasi as manifested through religion, art and architecture. In the first
than 100 unit the historical geography of Varanasi is revisited. Under the unit religious background,
words) Varanasi is depicted to have been an important centre of various Brahmanical and
Śramanika traditions and also a place which saw the efflorescence of many folk religions
and Bhakti schools. In the third unit, art and architecture are dealt with whereas the fourth
unit reiterates that Varanasi has been, since ancient times, an important educational
centre. A Study of the modern literary luminaries associated with Varanasi form the subject
matter of the fifth and the last unit.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Historical Geography of Varanasi 12
1. Brahmanical Scriptures
2. Śramanic Scriptures
II Religious background of Varanasi 12
3. Popular beliefs and Practices/ Folk religions
4. Varanasi as a centre of Śaivism, Vaishnavism and
Śāktism
5. Centre of Buddhism
6. Centre of Jainism
7. Varanasi as a Purānic Tīrtha
8. Bhakti School- Vallabhacharya, Ramananda, Kabir
and Raidas

III Art and Architecture of Varanasi 12

9. Monuments- Religious and Secular Buildings
10. Sculptures with special reference to Sarnath

21
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
22
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

22
 School of Art
11. Paintings
12. Performing art; Folk art and craft of Varanasi

IV Varanasi as a Centre of Education 12

13. Sanskrit Studies,
(i) Literature, (ii) Grammar, (iii) Astrology and (iv)
Āyurveda

V Literary Luminaries of Varanasi 12

14. Bhartendu Harischand
15. Munshi Premchand
16. Jai Shankar Prasad
17. Pd. Madan Mohan Malaviya

Texts /  Agrawal, P.K.,Guptakālīna Kalā evam Vāstu, Varanasi, 1994.

References  Cunningham. A., Geography of Ancient India,Varanasi, 1963.
 Goswami, B.K., Bhakti Cult in Ancient India, Calcutta, 1922.
 Kane, P.V., Dharmaśāstra Kā Itihāsa, Vol. III, Lucknow, 1966.
 Law, B.C., Historical Geography of Ancient India, Varanasi, 1975.
 Majumdar, R.C. (ed.), The History and Culture of the Indian People, Vols. VII & IX
(Relevant portions), Bombay, 1988-1990.
 Mishra, H.N., Banārasa kī Citrakalā, Varanasi, 2002.
 Motichandra, Kāśī kā Itihāsa, Varanasi, 1985 (2nd edition).
 Rai Krishna Das, Bhārata kī Citrakalā, Prayag, 1996.
 Shukla, Kuber Nath, Vārān asī Vaibhava, Patna, 1977.
. .
 Shukla, Ram Swaroop, Madhyayugīna Bhakti āndolana mem Santom kā Yogadāna,
Allahabad, 1970.
 Singh, Birendra Pratap, Life in Ancient Varanasi (An Account Based on Archaeological
Evidence), Delhi, 1985.
 Sircar, D.C., Studies in Ancient and Medieval Geography of India, Varanasi, 1960.
 Upadhyay, Baladeva, Kaśī kī Pānditya Paramparā, Varanasi, 1983.

Learning A course on the Cultural Heritage of Varanasi aims to provide students with a deep
Outcomes understanding of the city's rich and multifaceted cultural tapestry. Upon completion of the
(not more course, students should be able to understand a comprehensive understanding of
than 100 Varanasi's historical and geographical context. Student will the evolution of Varanasi's
words) cultural heritage from ancient times to the present. And the diverse
religious, philosophical, and artistic traditions of Varanasi. We are sure that the student
appreciate the diversity and complexity of Varanasi's cultural heritage and develop a sense
of cultural identity and belonging.

Head of the Department

23
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title ASEC 301: Mints and Minting of Coins in Ancient India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course (Tick any one of the above)
Credits & Theory Practical Cumulative
Hour of Credits 3
Teaching Hour of Teaching (Total) 45
Course
Objectives This course aims to provide a detailed exploration of the development of currency and
(not more minting technology in ancient India. It covers the transition from barter and exchange
than 100 systems to the use of metallic currency, tracing the history from the prehistoric period to
words) the era of punch-marked coins. Students will study the technological aspects of minting,
including techniques such as casting and die-striking, as well as the typology of coins. The
course also examines the significance of various symbols and their association with ancient
mint towns.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Era of Barter, Exchange & Use of Metallic Currency: 15
1. Prehistoric period,
2. Harrapan age,
3. Vedic period,
4. Punch-marked Coins,
II Minting-Technology & Typology: 15
5. Punch-marked,
6. Casting & Die- struck,
7. Obverse, Reverse,
8. Legends & symbols,
9. Die-studies

III Symbols Vs Mint-towns: 15

10. Eran,
11. Takshila,
12. Kapisa,
13. Kokrakot,
14. Mathura,
15. Sanchi,
16. Sunet,
17. Sisupalagarh,
18. Kasi,
19. Nalanda
Texts /  Thakur, U., Mints and Minting in India, Varanasi, 1972.
References  Bhandarkar, D. R., Lectures on Ancient Indian Numismatics, Calcutta, 1921.
 Chakrabortty, S.K., A Study of Ancient Indian Numismatics, Calcutta, 1931.
24
  Maity, S.K., Economic Life in Northern India in the Gupta Period, Delhi, 1970.
 Maity, S.K., Early Indian Coins and Currency System, Delhi, 1970.
 Majumadar, R.C., Corporate Life in Ancient India, Calcutta, 1922.
 Mazumdar, B.P., Socio-Economic History of Northern India, Calcutta, 1960.
 Sahni, B., Technique of casting coins in Ancient India, Varanasi, 1945.
 Shrivastava, B., Trade and Commerce in Ancient India, Varanasi, 1968.
 Singh, D. B. and Upadhyay, A. K. Prachin Bharat ki Vinimay Pranali, Varanasi, 2009.

Learning By the end of this course, students will be able to: Understand the evolution of currency
Outcomes systems in ancient India, from barter and exchange to the use of metallic coins. Analyze
(not more the significance of punch-marked coins and the role of the state in coinage during the
than 100 Harappan and Vedic periods. Identify and describe the different minting technologies used
words) in ancient India, including punch-marking, casting, and die-striking. Differentiate between
the obverse and reverse sides of coins, and understand the importance of legends,
symbols, and die-studies in numismatics. Explore the relationship between symbols on
coins and their corresponding mint towns, such as Eran, Takshila, Mathura, and others.
Appreciate the historical and cultural context of ancient Indian minting practices and their
impact on the economic and political landscape of the time.

Head of the Department

25
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AMD 301: Indian Knowledge System

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course23 (Tick any one of the above)
Credits24& Theory Practical Cumulative
Hour of Credits 03
Teaching Hour of Teaching (Total) 45
Course India has a very rich and versatile knowledge system and cultural heritage. The Indian
Objectives knowledge system was developed during the Vedic period, the Saraswatī- Sindhu
(not more Civilization, the Middle Ages and is being practiced till the conditions of modern times. On
than 100 the closer examination religion, culture and science have appeared epistemological very
words) rigidly connected in the Indian knowledge system. As such, this land has provided
invaluable knowledge stuff to the society and the world in all the spheres of life; e.g.
astronomy, mathematics, life science, medical science, architecture, polity, trade, art,
music, dance, literature, and drama. Thus, the present course on Indian Knowledge
Systems is framed with a view to explore India’s intellectual, scientific and artistic
knowledge traditions. The uniqueness of this course lies in the way it is designed to lead
the student to an intimate understanding of the classical thought traditions and practices of
Indian civilization through an insider’s perspective.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction to Indian Knowledge system 15
1. Nature, definition and Scope of Indian Knowledge system
2. Historical Development and Evolution of Indian Knowledge
system
3. Sources of Indian Knowledge System: Archaeological and
Literary
II Indian Ethical and Moral Values 15
1. Ethical principles in Indian tradition: Epics, Tripitakas, Jain
Agamas and Dharmashastra
2. Non-violence (Ahimsa) and its importance in global Context
3. Traditional Indian Environmental ethics
III Ancient Indian Sciences 15
1. Mathematics: Vedic and Jain Mathematics, Concept of zero and
decimal System, Aryabhata, Brahmagupta and Bhaskar
2. Astronomy: Varahmihir, Suryasiddhanta
3. Ayurveda: Charak Samhita, Sushrut Samhita & Vagbhatta,

23
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
24
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

26
 Kashyap samhita
Texts / 1. Scientific Knowledge in Sanskrit Literature – Nirmal Trikha
References
2. Indian Astronomy: An Introduction – S. Balachandra Rao

3. Ancient Indian Sciences – B. Seal

4. Science in Ancient India (Science of the Past) – Melissa Stewert

5. India’s Contribution to World Culture – SudheerBirodkar

6. Ancient India – R. C. Majumdar

7. Ancient Indian Sciences – Swami ChidatmanJee Maharaj

8. KrishiParashara – Agriculture by Parashara – Asian Agri-History Foundation

9. The Art of India through the Ages – Stella Kramrisch

10.Early Indian Secular Architecture – K.Krishna Murthy

11.The Asian Elephant: Ecology and Management" Cambridge Univ. Press

12. Indian Knowledge System, Vol. I-Kapil Kapoor

Learning After the completion of this course the student will get an overview of ancient Indian
Outcomes knowledge system
(not more
than 100
words)

Head of the Department

27
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 401: Ancient Indian Religions: Vedic and Purāṇ ic
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course25 (Tick any one of the above)
Credits26& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course This course introduces to the students the basic ideas and features of ancient Indian
Objectives religions as manifested through Vedas and Purānas. Beginning with the primitive religious
(not more beliefs, the Vedic pantheon and sacrifices are focussed upon. Teachings of Bhagavadgītā
than 100 are pronounced in detail whereas the core of Purānic religions is sought to be established
words) through Avatāravāda and Pañ acadevopāsanā. Various cults like Vaisnavism, Śaivism and
Śāktism have played a prominent role in popularizing the basic tenets of Purānic religion.
This, alongwith the relevance and significance of Saura and Gānapatya minor cults, forms
the subject matter of the fifth unit.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction 12
1. Meaning and Nature of Dharma
2. Antiquity of Religion - Primitive religions and
beliefs; Indus Religion

II Vedic Religions 12
3. Early Vedic Religion - Origin, nature and
classification of Gods and Sacrifices
4. Later Vedic Religion - Gods, sacrifices and
concept of Brahma and Ātmā

III Teachings of Bhagavadgītā 12

5. Jñānayoga
6. Bhakti yoga
7. Karmayoga

IV Purāṇ ic Religion 12
8. Avatāravāda
9. Pañchadevopāsanā
10. Tīrtha (Kashi, Prayaga and Gaya), Vrata and

25
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
26
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

28
 Dāna
V Cult Worship 12
11. Vaisnava
12. Śaiva
13. Śākta
14. Saura and Gānapatya

Texts /  Agrawala, V.S., Prachina Bharatiya Lokadharma (Hindi & Eng.), Varanasi, 1964.
References  Banerjee, J.N., Development of Hindu Iconography, New Delhi, 1985.
 Bevarkara, S.K. and R.D. Ranade, History of Indian Philosophy, Vol. II, Poona, 1927.
 Bhandarkar, R.G., Vaiśnavism, Śaivism and Minor Religious Systems (Also in Hindi),
Varanasi, 1965.
 Bhattacharya, N.N., History of Śākta Religion, New Delhi, 1974.
 Chaturvedi, P., Vaiśnava Dharma, Varanasi, 1977.
 Hiriyanna, M.H., Outlines of Indian Philosophy, London, 1932.
 Jaiswal, Suvira, Origin and Development of Vaiśnavism (also in Hindi), Delhi, 1996
(IInd ed.).
 Keith, A.B., The Religion and Philosophy of Veda and Upaniśads (also in Hindi),
Cambridge, 1925.
 Majumdar, R. C. and A. D. Pusalker (eds.). The History and Culture of the Indian
People, Vol. I (relevant chapters), Bombay, 1951.
 McDonnell, A.A., Vedic Mythology (also in Hindi), New York, 1974.
 Pathak, V.S., Smārta Religious Traditions, Meerut, 1987.
 Raychoudhury, H.C., Materials for the study of the early History of Vaiśnava Sects,
Calcutta, 1936.
 Tripathi, Devi Prakash, Brahman Dharm Ke Puratattvik Adhar, Varanasi, 2008.
 Upadhyaya, B., Bharatiya Darshan, Varanasi, 1971.
 Upadhyaya, B., Vaidika Sahitya aur Samskriti, Varanasi, 1978.
 Vaidya, C.V., Vaidik Vangamaya ka Itihasa, Delhi, 2004
Learning A course on Ancient Indian Religions: Vedic and Puranic aims to provide students with a
Outcomes comprehensive understanding of the foundational religious beliefs and practices of India.
(not more Upon completion, students should be able to demonstrate a strong understanding of the
than 100 historical and cultural contexts of the Vedic and Puranic periods. Explain the key concepts,
words) deities, and rituals associated with Vedic and Puranic religions. Analyze the evolution of
religious thought from the Vedic to the Puranic period. Compare and contrast Vedic and
Puranic beliefs and practices. Evaluate the impact of Vedic and Puranic religions on Indian
society and culture.

Head of the Department

29
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMR 402: Ancient Indian Religions: Jainism and Buddhism

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course27 (Tick any one of the above)
Credits28& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Along with Vedic traditions, Buddhism and Jainism played crucial role in giving shape to
Objectives ancient Indian culture. This course introduces to the students the basic features of the
(Not more Śraman a tradition which include within its fold Buddhism and Jainism. Life and teaching
than 100 of Mahāvīra, basic philosophical ideas of Jainism and its spread are discussed in IInd and
words) IIIrd units. In the fourth unit life and teachings of Buddha is dealt with whereas Buddhist
councils and their importance and also the spread and decline of Buddhism form the
subject matter of the fifth unit.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of
Teaching
I An introduction to Śramana tradition 12
1. Antiquity of Śramana Tradition
2. Religious condition during the 6th century BCE.
II Jainism 12
3. Life and teachings of Pārśvanātha and Mahāvīra
4. Division of Jaina Church into Śvetāmbara and Digambara sects
5. Spread of Jainism in Gujarat, Deccan and South India
III Jaina Doctrines 12
6. Jīva and Ajīva
7. Bondage and liberation
8. Anekāntavāda and Syādvāda
IV Origin and Early History of Buddhism 12
9. Life and teachings of Gautama Buddha: Four Noble Truths
10. Pratītyasamutpāda
11. Concept of Nirvāna

V Development and Spread of Buddhism 12

12. Buddhist Councils
13. Hīnayāna and Mahāyāna sects

27
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
28
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

30
 14. Spread of Buddhism in India and the outside world

Texts /  Bapat, P.V. (ed.), 2500 Years of Buddhism ( Also in Hindi ), New Delhi,
References 1987. ..
 Jain, Hiralal, Bhā ratīya Samskrti mem Jaina Dharma kā Yogadāna (Hindi).
Bhopal, 1962.
 Jaini, J.L., An outline of Jainism, Cambridge, 1916.
 Jain, Jyoti Prasad, Religion and Culture of the Jains, Delhi, 1995.
 Majumdar, R.C. and A. D. Pusalker (eds.), The History and Culture of the
 Indian People, Vols. I –V (relevant chapters), Bombay, 1951-1957.
 Mehta, Mohan Lal, Jaina Dharma aura Darśana : Eka Samīksā tmaka
Paricaya, Banglore, 1999.
 Narendra Dev, Bauddha Dharma Darśana, Patna, 1956. 20
 Pandey, G.C., Śramana Tradition : Its History and Contribution to Indian
culture, Ahmedabad, 1977.
 Pandey, G.C., Studies in the origin of Buddhism, Delhi, 1983.
 Pandey, G.C., Bauddha Dharma Ke Vikā sa Kā Itihāsa, Lucknow, 1987.
 Sharma, Chandradhar, Bhā ratīya Darśana, Delhi, reprint 2004.
Upadhyaya, B., Bhā rtīya Darśana, Varanasi, 1971.
 Upadhyaya, B., Bauddha Dharma Darśan, Varanasi, 1978.

Learning Ancient Indian Religions: Jainism and Buddhism A paper on Ancient Indian
Outcomes Religions: Jainism and Buddhism should aim to Demonstrate a comprehensive
(Not more understanding of the historical, social, and cultural contexts of Jainism and
than 100 Buddhism. Explain the key doctrines, philosophies, and ethical principles of both
words)
religions. Analyze the similarities and differences between Jainism and Buddhism.
Evaluate the impact of Jainism and Buddhism on Indian society and culture.
Compare and contrast Jainism and Buddhism with other contemporary religions.

Head of the Department

31
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 403: Political Ideas and Institutions in Ancient India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course29 (Tick any one of the above)
Credits30& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course Nature of polity and administration and also the idea of state in ancient India are brought
Objectives to the fore through this course. Nature, scope and origin of state in ancient India alongwith
(not more the concept of Saptānga theory is discussed in the first unit. Kingship and its functions and
than 100 the existence of democratic elements in the form of Republican states form the subject
words) matter of second and third units respectively. Administrative paraphernalia and the
intricacies of war and diplomacy are analysed in the fourth unit whereas principles of
taxation are sought to be established in the fifth unit.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Concept and Origin of State 15
1. Origin and development of State
2. Nature and Scope
3. Aims, Functions and Types
4. Saptānga theory

II Democratic elements in ancient Indian polity 15

5. Republican States
6. Democractic Institutions: Sabhā, Samiti, Vidatha, Paura -
Jānapada

III Administration 15
7.Kingship: Coronation and Divinity
8. Mantriparisad - composition, functions and scope
9. Inter-state relationship and Diplomacy: Upāya, Sadgunya,
Mandala theories and Spies

IV Administrative Units 15
10. Mauryas
11. Guptas
12. Rāstrakūtas

29
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
30
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

32
 13. Cholas

Texts /  Altekar, A.S., State and Government in Ancient India (Also in Hindi), Varanasi, 1955.
References  Ghoshal, U.N., History of Indian Political Ideas, Bombay, 1959.
 Jayaswal, K.P., Hindu Polity ( Also in Hindi), Calcutta, 1925.
 Kane, P.V., History of Dharmaśāstra, Vol. III (Relevant Chapters), Poona, 1973.
 Mahalingam, T.V., South Indian Polity, Madras, 1967.
 Majumdar, R.C. and A.D., Pusalker (eds.), The History and Culture of the Indian
People, Vols. I-V (relevant chapters), Bombay, 1980-1989.
 Mukherjee, S., Republican Trends in Ancient India, Delhi, 1969.
 Sharma, R.S., Aspects of Political Ideas and Institutions in Ancient India, Delhi,
1959.
 Shastri, S., Arthaśāstra of Kautilya, Mysore, 1958.
 Vidyalankar, S., Prācīna Bhāratīya Śāsana Vyavasthā Evam Rājya Śāstra,
Mussoorie, 1968.

Learning A paper on Political Ideas and Institutions in Ancient India should aim to provide a
Outcomes comprehensive overview on ancient Indian polity and administration units. The paper will
(not more trace the evolution of political thought and institutions from the Vedic period to the Gupta
than 100 Empire. Analyze the interplay between religion, society, and polity in ancient India.
words) Examine the concept of kingship and its evolution over time. Discuss the role of
assemblies (sabhas, samitis) in governance. Explore the administrative structure and
bureaucracy of different empires and kingdoms.

Head of the Department

33
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 404: Economic Life and Institutions of Ancient India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course31 (Tick any one of the above)
Credits32& Theory Practical Cumulative
Hour of Credits 2
Teaching Hour of Teaching (Total) 30
Course
Objectives This course introduces to the students the idea that it is the economic condition of any
(not more society which throws light upon the plight of common people. Beginning with the primitive
than 100 economy and traversing through the Mauryan and Gupta stages, the evolutionary aspect
words) of ancient Indian economy is brought to the fore in the first two units. Various economic
institutions like credit, banking, guilds and land ownership are discussed in the third unit.
Main features of money economy alongwith maritime trade and trade-routes form the
subject matter of the fourth unit whereas the salient features of revenue and taxation are
analyzed in the fifth unit.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Stages of Indian economy upto Mauryan Period 15
1. Vārtā: Meaning and significance
2. Harappan Economy
3. Vedic Agriculture
4. Economic condition during the sixth century BCE
5. Economic progress in the Mauryan period

II Stages of Indian Economy from Post-Mauryan Period to 15

12th Century CE
6. Indo-Roman trade c. 200 BCE– 300 CE
7. Economic progress in the Gupta period
8. Main features of early medieval economy
9. Guilds
10. Maritime trade and trade-routes(Internal and
External)

Texts /  Achche Lal, Prācīna Bhārata Mem Krsi (Hindi), Varanasi 1980.
References  Bandopadhyaya, N.C., Economic life and Progress in Ancient India, Calcutta, 1945.
 Ghoshal, U.N., Contribution to the History of Hindu Revenue System, Calcutta,
1929.

31
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
32
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

34
  Gopal, L., Economic Life of Northern India (700-1200 A. D.), Varanasi, 1965.
 Jha, D.N., Revenue System in Post-Maurya and Gupta times, Calcutta, 1967.
 Maity, S.K., Economic Life in Northern India in the Gupta Period: 300 A.D.–550 A.D.,
Delhi, 1970.
 Majumdar, R.C., Corporate Life in Ancient India (also in Hindi), Calcutta, 1918.
 Motichand, Sārthavāha (Hindi), Patna, 1953.
 Motichand, Trade and Trade Routes in Ancient India, New Delhi, 1977.
 Om Prakash, Prācīna Bhārata Kā Sāmājika Evam Ārthika Itihāsa (Hindi), New Delhi,
2003.
 Saletore, R.N., Early Indian Economic History, Bombay, 1993.
 Sharma, R.S., Light on Early Indian Society and Economy, Bombay, 1966.

Learning A course on Economic Life and Institutions of Ancient India aims to provide students with a
Outcomes comprehensive understanding of the economic structure and practices of ancient
(not more India. Upon completion, students should be able to: Demonstrate a strong understanding
than 100 of the economic systems prevalent in ancient India. Explain the role of
words) agriculture, trade, and industry in the ancient Indian economy. Analyze the socio-
economic implications of different economic practices. Compare and contrast the
economic conditions of different regions and periods in ancient India. Evaluate the impact
of economic factors on political, social, and cultural developments.

Head of the Department

35
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMR 401: Political Ideas and Institutions in Ancient India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course33 (Tick any one of the above)
Credits34& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course Nature of polity and administration and also the idea of state in ancient India are brought
Objectives to the fore through this course. Nature, scope and origin of state in ancient India alongwith
(not more the concept of Saptānga theory is discussed in the first unit. Kingship and its functions and
than 100 the existence of democratic elements in the form of Republican states form the subject
words) matter of second and third units respectively. Administrative paraphernalia and the
intricacies of war and diplomacy are analysed in the fourth unit whereas principles of
taxation are sought to be established in the fifth unit.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Concept and Origin of State 15
1. Theories about the origin of State
2. Nature and Scope of State
3. Aims and Functions of State
4. Saptānga theory

II Democratic elements in ancient Indian polity 15

5. Republican States
6. Democractic Institutions: Sabhā, Samiti, Vidatha, Paura -
Jānapada

III Administration 15
7. Mantriparisad - composition, functions and scope
8. Inter-state relationship and Diplomacy: Upāya, Sadgunya,
Mandala theories and Spies

IV Administrative Units 15
10. Mauryas
11. Guptas
12. Rāstrakūtas

33
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
34
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

36
 13. Cholas

Texts /  Altekar, A.S., State and Government in Ancient India (Also in Hindi), Varanasi, 1955.
References  Ghoshal, U.N., History of Indian Political Ideas, Bombay, 1959.
 Jayaswal, K.P., Hindu Polity ( Also in Hindi), Calcutta, 1925.
 Kane, P.V., History of Dharmaśāstra, Vol. III (Relevant Chapters), Poona, 1973.
 Mahalingam, T.V., South Indian Polity, Madras, 1967.
 Majumdar, R.C. and A.D., Pusalker (eds.), The History and Culture of the Indian
People, Vols. I-V (relevant chapters), Bombay, 1980-1989.
 Mukherjee, S., Republican Trends in Ancient India, Delhi, 1969.
 Sharma, R.S., Aspects of Political Ideas and Institutions in Ancient India, Delhi,
1959.
 Shastri, S., Arthaśāstra of Kautilya, Mysore, 1958.
 Vidyalankar, S., Prācīna Bhāratīya Śāsana Vyavasthā Evam Rājya Śāstra,
Mussoorie, 1968.

Learning A paper on Political Ideas and Institutions in Ancient India should aim to provide a
Outcomes comprehensive overview on ancient Indian polity and administration units. The paper will
(not more trace the evolution of political thought and institutions from the Vedic period to the Gupta
than 100 Empire. Analyze the interplay between religion, society, and polity in ancient India.
words) Examine the concept of kingship and its evolution over time. Discuss the role of
assemblies (sabhas, samitis) in governance. Explore the administrative structure and
bureaucracy of different empires and kingdoms.

Head of the Department

37
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 501: Concepts and Methods of History Writing in Ancient India

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course35 (Tick any one of the above)
Credits36& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Indian history which is not bereft of historical writings is sought to be established through
Objectives this course. The first unit deals with the interrelations between myth and history and also
(Not more with the manner in which the ancient Indians visualized the concept of time and space.
than 100
Main features of Vedic tradition of history as reflected in Samhitās and historical legends
words)
and geneologies which galore in Epics and Purān as are analyzed in second and third units.
How Buddhist and Jaina traditions understood the concept of history is dealt with in the
fourth unit. Historical biographies and chronicles which are important sources of history
writing is discussed in the fifth unit.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction 15
1. Meaning of history and its scope
2. Concept of Indian history writings
3. Concept of European history writings
4. The concept of time and space
5. Causation in history
6. Problems of objectivity in history writings
II Antiquity of history writing in ancient India 15
7. Vedic and Puranic traditions
8. Gāthā - Narasamsi
9. Epic tradition
10. Ākhyān and Upākhyān
11. Vansha and Vamsānucharita
12. Concept of itihās - Purānic tradition
III Buddhist and Jaina Traditions 15
13. Dīpvamsa and Mahāvamsa
14. Mahāvīracharita

35
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
36
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

38
 IV Historical Biographies 15
15. Charita-Kāvya: Harshacharita and
Vikramankadevacharita
16. Itihasvrita: Rājtarangini and Prithvirājvijaya

Texts /  Warder, A.K, An Introduction to Indian Historiography, Bombay, 1972

References  Bhattacharya, Sabyasachi, Approaches to History, Essays in Indian Historiography,
ICHR Monograph Series, Primus Books, New Delhi, 2015
 Buddha Prakash, Itihasa Darshan, (Hindi), Hindi Samiti granthmala 56,
Lucknow,1962
 Carr, E.H., What is History?, London, 1962
 (Also in Hindi, 1999), Varanasi
 Collingwood, R.G, The Idea of History, Oxford,1961
 Habib, Irfan, Essays in Indian History and Towards Marxist Perception, Delhi,1995
 Ghosal, U.N., Studies in Indian History and Culture, Bombay, 1965
 Pande, G.C., Itihas Darshan, Jaipur, 1991
 Ali, B. Sheik, History: Its Theory and Method, Laxmi Publications, New Delhi,2022
 Sreedharan, E., A Textbook of Historiography, Orient Black Swan, New Delhi, 2004
 Dutta, Pundit Bhagavat, Bharatvarsh ka Brihad Itihas, Vol. I & II, Delhi, 2000
 Mittal, Satish Chandra, Adhunik Bhartiya Itihas Chintan evam Lekhan, New Delhi,
2018
 Pathak, Vishuddhanand, Uttar Bhartiya Itihas Lekhan, 2007
 Sarma, Raghunandan Prasad, Bharat Ka Adhunik Itihas Lekhan; Ek Pravanchana,
2013

Learning After going through this paper a student would be able to understand the debate whether
Outcomes ancient Indians had a sense of history or not. The answer is yes there was a tradition of
(Not more history writing in ancient India which may not have been similar to the western Idea of
than 100 history. A student is also expected to realize the basic nature and scope of history as an
words) independent branch of knowledge. History calls for an interdependence between facts and
its interpretation. One without the other is but a partial understanding of the past.

Head of the Department

39
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 502: Palaeography and Epigraphy of Ancient India (From Beginning to the Gupta
Period)

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course37 (Tick any one of the above)
Credits38& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course Inscriptions are valuable for reconstructing historical narratives and the major source to
Objectives understand the political, socio-economic, religious history of a particular period or region.
(not more This course introduces to the students the significance and reliability of inscriptions.
than 100 Beginning with the meaning, scope and relevance of Palaeography and Epigraphy in
words) gerenal, types of records and the antiquity of writing are discussed in first two units.
Origin and development of scripts such as Indus, Brahmi and kharoshthi and some of
important Mauryan, pre-kushana, kushana and Gupta inscriptions are analyzed in third
and fourth units respectively. The objective of this course is to learn about the ancient
Indian Epigraphy and Palaeography and attain knowledge of the history and evolution of
writing system and writing materials.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction
1. Meaning and Scope of Palaeography and Epigraphy
2. Epigraphy as a source of history. 15
3. Types of Records
II Origin and Antiquity of Writing
4. Origin of script and antiquity of writing in India 15
5. Literary evidence regarding writing in ancient India
III Development of Script
6. The Indus Script: concept and problems of decipherment and the
possible Linkage with the Brahmi script 15
7. Nature of Brāhmī script and theories regarding its origin
8. Origin and development of the Kharoshthi script

37
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
38
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

40
 9. Development of Brahmi Script: Mauryan to Gupta

IV Decipherment and Historical Significance of Inscriptions 15

10. Sohgaura copper plate inscription, Sircar, SI, Book 1, No. 47.
11. Rummindei Pillar Inscription, Sircar, SI, Book 1, No. 31.
12. Besnagar Garud Pillar Inscription, Sircar, SI, Book II, No. 2
13. Hathigumpha inscription of Kharavela, Sircar, SI, Book II, No. 31.
14. Shinkota steatite casket inscription, Sircar, SI, Book II, No. 27.
15. Nasik Cave Inscription of the time of Nahapan, Sircar, SI, Book II, No.
59
16. Nasik inscription of Vashisthiputra Pulumavi, Sircar, SI, Book II, No.
86.
17. Junagarh inscription of Rudradaman, Sircar, SI, Book II, No. 57.
18. Rabataka inscription of Kanişka year Ist, Indian Museum
1. bulletin
19. Allahabad Pillar Inscription of Samudragupta, Sircar, SI, Vol. I.
1. Book-III, No. 2
20. Mehrauli Iron Pillar Inscription of King Chandra, Sircar, SI,
1. Book III,N0.2
21. 21. Poona copper plates of Prabhavatigupta, Sircar, SI, Vol. I, Book
III, No. 60.
Note:
Students are required to decipher and transcribe the Brāhmi inscriptions and
the knowledge of estampage of inscription.
Texts / 
References  Agrawala, P.K., Imperial Gupta Epigraphs, Varanasi, 1983.
 Bajpai, K.D., Aitihasika Bharatiya Abhilekha, Jaipur, 1992.
 Buhler, G., Indian Palaeography, Calcutta,1959 (Hindi and English).
 Dani, A. H., Indian Palaeography, London, 1963.
 Goyal, S.R., Gupta Kalina Abhilekha, Meerut,1984.
 Goyal, S.R., Prachina Bharatiya Abhilekha Sangraha, Pt. I (Prāk Guptayugīna
 lekha), Jaipur, 1982.
 Gupta,P.L., Prachina Bharata Ke Pramukha Abhilekha, Pt.I, Varanasi,1996.
 Jain, Suman, A Socio-Cultural study of Foreign Dynasties, An Epigraphical
approach, Sarada Publishing house, New Delhi, 2014
 Narain, A.K. and M.S.Shukla (eds.), Prachina Bharatiya Abhilekha Sangraha,
Part II, Varanasi, 1969.
 NarainA.K. and T.P.Verma, Prachina Bharatiya Lipi Shastra aur Abhilekhaki,
 Varanasi,1970.
 Ojha, G.H., Bharatiya Prachina Lipimala (Hindi), New Delhi, 1971.
 Sircar, D.C., Indian Epigraphy (Hindi and English), Varanasi, 1965.
 Sircar, D.C., Select Inscriptions, Vol. I, Calcutta, 1965.
 Upadhyaya, V., Gupta Abhilekha, Patna,1974.
 Verma, T.P., The Palaeography of Brahmi Script, Varanasi, 1971.
 Mukherji, B.N., Kushan Testament, Indian Museum Bulletin, Kolkata, 1995

Learning After studying this course students will gain a comprehensive understanding of ancient
Outcomes Indian Palaeography and Epigraphy. They will learn to read and interpret various ancient
(not more scripts such as Kharoshthi, Brahmi and their derivatives and gain practical experience in
than 100 transcribing and translating ancient records.
words)

Head of the Department

41
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 503: Prehistoric Archaeology: (From Origin of Man to the Beginning of
Agriculture)

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course39 (Tick any one of the above)
Credits40& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Prehistoric archaeology aims to reconstruct human history before the advent of
Objectives writing. Specifically, its focus on the period from the origin of man to the beginning of
(Not more agriculture seeks to understand the biological and cultural changes that led to the
than 100 emergence of Homo sapiens and their subsequent development. Explore the
words) subsistence strategies, technology, social organization, and belief systems of
prehistoric populations. Determine the geographic movements of early humans and
their impact on population genetics and cultural exchange. Investigate the factors that
contributed to the shift from hunting and gathering to food production. Explore how
early humans adapted to and modified their surroundings.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.

39
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
40
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

42
 Units Course Content Hr. of
Teaching
I Man, and Environment 15
1. Introduction to Prehistory: Course Review
2. Origin of Humans and Their Evolution: Archaeological, Biological &
Geological Evidence
3. Paleoenvironment: An Outline of Pleistocene & Holocene Climate
4. Climatic Conditions and Evidence: Africa, Europe and India

II Archaeology as Study of the Past: World Perspective 15

5. Method of Studying Stone Tools: Palaeolithic, Mesolithic, Neolithic
6. Pre-Acheulian and Acheulian Culture of Africa, Europe and South-East Asia
7. Middle palaeolithic remains of Europe and Africa
8. Palaeolithic Technology: Upper Palaeolithic cultures of Europe
III Nature of Prehistoric Records in India 15

9. Palaeolithic Cultures
10. Habitation Tendencies, Sites and Chronology of Palaeolithic Culture
11. Microlithic industry: Ecological Zone and Pattern
12. Rock Art: Types, nature and relevance

IV The Archaeology of Complex Societies 15

13. The Neolithic Culture of West Asia, Afghanistan and Pakistan

14. Remains of Early Farming community: Ganga and Vindhya
15. The Neolithic Culture of South India
16. The Neolithic Culture of Kashmir and North-East

Texts /  Chakrabarti, D.K., The Oxford Companion to Indian Archaeology, New Delhi,
References 2006.
 Jayaswal, V., Palaeohistory of India (A Study of Prepared Core Techniques of the
Palaeolithic Cultures of India), Delhi: Agam Kala Prakashan,1978
 Jayaswal, V., Chopper-Chopping Component of Palaeolithic in India, Delhi,
1982.
 Jayaswal,V., Bhāratiya Itihāsa Kā Madhya Prastara Yuga, Delhi, 1989
 Jayaswal, V., Bhāratiya Itihāsa Kā Nava Prastara Yuga, Delhi, 1989
 K. Paddayya, Sushama G. Deo; Prehistory of South Asia: The lower Palaeolithic
or Formative era of Hunting – Gathering; Mythic Society, Bangalore, 2017
 Misra V.D., and Pal J.N., Mesolithic India. Allahabad: Department of Ancient
History, Culture and Archaeology, University of Allahabad. 2002.
 Neumayer, E., Rock Art of India, Oxford University Press, Oxford, 2010
 Pandey, J.N., PuratattvaVimarsh, Prachya Vidya Sansthan, Allahabad, 1983.
 Pappu, R.S., Acheulian Culture in Peninsular India, New Delhi: D.K. Printworld.
2001.
 Pushp Lata Singh., Vindhya-Madhya Gangeya Kshetra Ka Puratattva 2011
 Sankalia, H.D., Stone Age Tools: Their Techniques, Names and Probable
Functions, Deccan College, Pune 1964

43
  Sankalia, H.D., Prehistory of India, Munshiram Manoharlal, New Delhi, 1977
 Settar, S. and Ravi Korisettar (Eds.)., Prehistory: Archaeology of South Asia,
Manohar Publishers, New Delhi, 2002.
 Singh, P., Neolithic Origins, Agam Kala Prakashan, New Delhi,1991
 Sundara and S.V. Padigar (Ed.), Prehistoric Foundation of Bharat Part I, Mythic
Society, Bangalore, 2021
 Tripathi, Vibha and Prabhakar Upadhyay, Archaeology of the Ganga Basin:
Paradigm Shift, Vol. 1&2, Delhi, 2010.

Learning A course on Prehistoric Archaeology aims to equip students with a comprehensive

Outcomes understanding of human prehistory, from the earliest hominins to the dawn of
(Not more agriculture. Demonstrate a strong grasp of the major theories and concepts in human
than 100 evolution and prehistory. Explain the key stages of human development, from early
words) hominins to the Neolithic period. Analyze the archaeological methods and techniques
used to study prehistoric cultures. Students will understand to compare and
contrast the lifeways of different prehistoric societies based on archaeological
evidence.

Head of the Department

44
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 504: Law and Legal Institutions in Ancient India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course41 (Tick any one of the above)
Credits42& Theory Practical Cumulative
Hour of Credits 2
Teaching Hour of Teaching (Total) 30
Course This paper introduces to the students the meaning and significance of legal ideas and
Objectives institutions of ancient India. Origin and concept of Hindu Law forms the subject matter of
(not more the first unit whereas specific laws related to inheritance, ownership and sonship are
than 100 discussed in the second unit. The nature and types of marriage alongwith the concept of
words) Strīdhana is analysed in the third unit. Nature of Judiciary alongwith judicial procedure and
different theories of crime and punishment are dealt with in the fourth and fifth units
respectively.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Nature and Development of Ancient Indian Law 15
1. Sources
2. Origin and development
3. Law of succession and inheritance
4. Strīdhana: its nature and significance

II Judiciary in Ancient India 15

5. Types and functions of Judiciary
6. Judicial Procedure: Catuspada
7. Punishment: Theories and objectives

Texts /  Kane, P.V., History of Dharmaśāstra.Vol. III (relevant chapters), Poona, 1968-75.
References  Vedalankar, Hardatt, Hindū Parivāra Mīmāmsā, Delhi, 1973.
 Achchhe Lal, Prācīna Hindū Vidhi, Varanasi, 2001.
 Majumdar, R.C., Corporate Life in Ancient India, Calcutta, 1918.
 Shastri, S., Arthaśāstra of Kautilya, Mysore, 1919.
 Singh, S., Evolution of Smrti Law, Varanasi, 1972.
 Tripathi, H.N., Prācīna Bhārata Mem Rājya aura Nyāyapālikā, Delhi, 1965.
 Jolly, J., Hindu Law and Customs, Calcutta, 1928.
 Nath, Birendra, Judicial Administration in Ancient India, Patna, 1979.

41
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
42
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

45
Learning A course on Law and Legal Institutions in Ancient India aims to provide students with a
Outcomes comprehensive understanding of the legal framework and judicial system that prevailed in
(not more ancient India. Upon completion, students should be able to: Demonstrate a strong
than 100 understanding of the sources of ancient Indian law
words) (dharmaśāstras, arthashastras,inscriptions, etc.). Explain the evolution of legal concepts
and principles from the Vedic period onwards. Analyze the structure and functions of
ancient Indian legal institutions. Compare and contrast the legal systems of different
regions and periods in ancient India. Evaluate the impact of law on social, economic, and
political life.

Head of the Department

46
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title VOC 501: World Heritage Archaeological Sites and Monuments in India
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course43 (Tick any one of the above)
Credits44& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course The primary objective of a paper titled "World Heritage Archaeological Sites and
Objectives Monuments in India" is to provide a comprehensive overview of the country's rich
(not more archaeological heritage. This involves identifying, describing, and analyzing the most
than 100 significant archaeological sites and monuments that have been recognized as World
words) Heritage sites by UNESCO. Specific objectives might include, creating a detailed list of all
Indian archaeological sites with World Heritage status. Exploring the historical and cultural
importance of each site. Analysing the architectural styles and artistic achievements
represented by the monuments.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction to UNESCO and World Heritage Sites 15

1. World Heritage Convention (Introduction to the World Heritage

Convention (1972)

2. Criteria for selection of World Heritage Sites, Operational

Guidelines for the Implementation of the World Heritage
Convention)

3. World Heritage Sites List (Tentative List: Definition and

significance, Final List: Process of inclusion, Differences between the
Tentative and Final Lists)

4. Importance of World Heritage Sites (Cultural and natural heritage,

Role in education, tourism, and international cooperation)

II Nature of World Heritage Sites 15

5. Classification of World Heritage Sites (Cultural, Natural and Mixed

43
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
44
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

47
 heritage sites)

6. Significance of Heritage Sites (Historical and cultural importance,

Biodiversity and ecological significance)

7. Management and Conservation (Policies for preservation and

conservation, Role of government and non-governmental
organizations)

III Important World Heritage Monuments of India: An Introduction 15

and Acts

8. The Ancient Monuments and Archaeological Sites and Remains

Act, 1958
9. The Ancient Monuments and Archaeological Sites and Remains
Rules, 1959
10. AMASR (Amendment) Act (2010)

IV Case Study of World Heritage Monument of India 15

11. Bhimbetka
12. Dholavira
13. Sanchi
14. Ajanta & Ellora
15. Brihadeshvara Temple
16. Temples of Khajuraho
17. Konarak Sun Temple
18. Tajmahal
19. Rani-ki-vav
20. Nalanda
21. Qutub Complex
22. Group of monuments of Mahabalipuram
23. Moidams-Mound Burial Systems of the Ahom Dynasty

Texts /  "The UNESCO World Heritage Sites" by UNESCO

References  "World Heritage Sites: A Complete Guide to 1,031 UNESCO World Heritage Sites"
by UNESCO
 "UNESCO's World Heritage Convention: Thinking Beyond the Boundaries" by Jane
Lennon
 "The World Heritage Convention: A New Instrument of Preservation" by Christina
Cameron and Mechtild Rössler
 UNESCO World Heritage Centre: [whc.unesco.org](https://whc.unesco.org/)
 UNESCO’s Official Website: [unesco.org](https://www.unesco.org/)
 "World Heritage: Benefits Beyond Borders" edited by Amareswar Galla
 "Heritage Management, Tourism, and Governance in China: Managing the Past to
Serve the Present" by Robert J. Shepherd and Larry Yu
 UNESCO’s Operational Guidelines for the Implementation of the World Heritage
Convention
 ICOMOS Guidelines on Heritage Impact Assessments for Cultural World Heritage
Properties
 "Preparing World Heritage Nominations" by UNESCO
 Case studies available on the UNESCO World Heritage Centre website
 "World Heritage Sites of India" by Manoj Sharma
 "Natural Heritage from East to West: Case Studies from 6 Continents" edited by

48
 Niamh Moore and Yvonne Whelan
 "Cultural and Natural Heritage: Definitions, Methodologies, and Approaches" by
Denis Byrne
 "The Role of UNESCO Designations in Sustainable Development" by Peter
Bridgewater
 Archaeological Survey of India (ASI): [asi.nic.in](https://www.asi.nic.in/)
 International Council on Monuments and Sites (ICOMOS):
[icomos.org](https://www.icomos.org/)
 "Ancient Monuments and Archaeological Sites and Remains: Their Conservation
and Protection" by Sheela Lal
 "India's World Heritage Sites: The Full Circle" by Himanshu Prabha Ray
 "Conservation of Indian Heritage: A Review of Policy and Practice" by S.P. Gupta

Learning A course on World Heritage Archaeological Sites and Monuments in India aims to provide
Outcomes students with a comprehensive understanding of India's rich cultural heritage. This paper
(not more gives the outstanding approach and first-hand information regarding the UNESCO and
than 100 related structure regarding World Heritage convection.
words)

Head of the Department

49
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title AIHMJ 601: History of Science and Technology in Ancient India (from Beginning to the 6th
Century BCE)

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course45 (Tick any one of the above)
46
Credits & Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Science exists since the dawn of man on the earth. Physical, biological and medicinal
Objectives sciences have prevailed from the evolution of universe. Food and medicine got importance
(Not more since the advent of man. Later, astronomy, mathematics, etc. evolved in accordance to the
than 100 need of society and became an integral part of day-to-day activity, paving the way for
words) modern scientific achievements. The present course talks about all the above point.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Science and Technology in the Prehistoric Period 15

1. Science and Technology: Meaning and Scope

2. Sources
3. Prehistoric Tool Technology
4. Flora and Fauna

II Science and Technology in Harappan Civilization 15

5. Metallurgy
6. Mathematics
7. Town Planning and Hydraulics
8. Flora and Fauna
III Science and Technology in Vedic Literature 15

9. Mathematics
10. Astronomy
11. Medical Science
12. Vedānga, Kalp and Jyotish

IV Further Development in Science and Technology up to 6th 15

Century BCE

45
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
46
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

50
 13. Metal Technology: Copper objects of non-
Harappan cultures
14. Iron Technology
15. Glass Technology
16. Ceramics: BRW, BSW, PGW, NBPW

Texts /
References  Hegde, K.T.M., An Introduction to Ancient Indian Metallurgy, Banglore. 1991.
 Hodges, H., Technology in the Ancient world, London, Pelican, 1970.
 Kutumbia, P., Ancient Indian Medicine, New Delhi, 1962.
 Prasad, G., Bharatiya Jyotisha Ka Itihas, Lucknow, 1974.
 Randhawa, M.S., A History of Agriculture in India, New Delhi, 1980.
 Bose, D.M. et al., Concise History of Science of India, New Delhi, 1971.
 Satya Prakash, Prachina Bharat men Rasayan Ka Vikas (Hindi), Varanasi, 1960.
 Satya Prakash, Vaijñānika Vikasa ki Bhāratīya Paramparā (Hindi), Patna, 1954.
 Sen, S.N., Vijñāna kā Itihās, Two Volumes, Patna, 1972.
 Singh, A.N. and Dutta, B.B., History of Hindu Mathematics (English and Hindi).
 Vols. I and II, Lahore, 1935 and 1938.
 Singh, R.N., Ancient Indian Glass: Archaeology & Technology, Delhi, 2005.
 Tripathi, Vibha. The Age of Iron in South Asia: Legacy and Tradition. Delhi. 2001.
 Upadhyay, Prabhakar, Minerals and Mining in Ancient India: From the Earliest
Times to the Beginning of Christian Era, Varanasi, 2007.
Learning After attending the course, the students will be able to know about the development of
Outcomes Indian Science from the beginning up to 6th century BCE. They will acquaint themselves
(Not more various aspects of science of ancient India.
than 100
words)

Head of the Department

51
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 602: Ancient Indian Numismatics (From Beginning to the Satavahana Period)

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course47 (Tick any one of the above)
Credits48& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course This course aims to provide an in-depth understanding of the development and
Objectives significance of coinage in ancient India. Students will explore the origins, evolution, and
(not more techniques of coin minting, as well as the role of coins as historical sources. The course
than 100 covers various types of early Indian coins, including punch-marked, local, tribal, and those
words) issued by foreign rulers and the Satavahanas, offering insights into the coin-types, weight
standard, metrology and political contexts etc. of the periods in which they were
produced.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Antiquity and Scope of Coinage 15
1. Definition and Scope of Numismatics and Numismatic Terms
2. Coins as a source of History and antiquity of coinage in India
3. Techniques of coin minting, stray finds and hoards
4. Right of minting coins, exchange and currency

II Early Indian Coins 15

5. Punch-marked coins - Classification, weight standard,
chronology and symbols
6. Local coins with special reference to Kauśāmbī, Pāñcāla,
Taxilā and Ayodhyā
7. Tribal coins with special reference to Yaudheyas, Mālavas,
Audumbars and Kunindas

III Coins of the Foreign Rulers 15

8. Indo-Greek coins: General features; Coins of Demetrius and
Menander
9. Coins of Western Kshatrapas (with special reference to
Nahapāna and Rudradāman)
10. Kusāna coins: Coins of Kanishka I and Huvishka I

47
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
48
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

52
 11. A survey of Huna coins

IV Coins of Pre-Sātavāhana and Sātavāhana Period 15

12. Coinage of Pre-Sātavāhana period
13. Distribution pattern and main features of Satavahana coins
14. The coins types of Śātakarni I and II, Gautamīputra Śātakarni
and Vaśishtihiputra Pulumāvi
Texts /  Altekar, A. S., Origin and Early History of Coinage in Ancient India, JNSI, XV.
References  Goel, S.R., Ancient Indian Coinage, Jodhpur, 1995.
 Gupta, P. L. and Hardaker, T.R. Ancient Indian Silver Punch-marked Coins of the
Magadh-Maurya, Karshapana Series. Nasik. 1985.
 Gupta, P.L., Bharata Ke Purva Kalika Sikke, Varanasi, 1996.
.
 Gupta, P.L., Prachina Bharatiya Mudraye, Varanasi, 2003.
 Kosambi, D.D., Indian Numismatics, Delhi, 1981.
 Lahiri, A.N., Indo-Greek Coins, (Section on Metrology only), Calcutta, 1995.
 Naraian, A.K., Indo Greeks Oxford, 1957.
 Narain, A.K. and G.K. Jenkins, Coin-Types of the Śaka Pahlava Kings of India, Varanasi,
1957.
 Narain, A. K. Seminar Papers on the Local Coins of Northern India, Varanasi. 1968.
 Rapson, E. J., A Catalogue of The Indian Coins in The British Museum - Coins of the
Andhra Western Kshatrapas Dynasty. London 1968.
 Sharma, I. K. Coinage of the Satavahana Empire, Delhi. 1980.
 Shastri, A. M. (ed.) Coinage of the Satavahanas and coins from Excavation, Nagpur,
1972.
 Singh, Jai Prakash and Ahmad Nisar, Seminar Papers on the Tribal Coins of Ancient
India. (C. 200 B. C. to 400 A. D. ), Banaras Hindu University, Varanasi, 1977.
 Singh, Onkar Nath and D.P. Sharma, A Study of Coins, New Delhi, 2010.
 Singh, Devendra Bahadur, and Upadhyaya, Amit Kumar, Prachin Bharat me Vinimay
Pranali, Varanasi, 2009.
Learning By the end of this course, students will be able to: Define numismatics and its scope, and
Outcomes understand numismatic terms and the importance of coins as historical sources.Analyze
(not more the techniques of coin minting, and the processes of coinage, exchange, and currency in
than 100 ancient India. Classify and date punch-marked coins, and recognize their symbols and
words) weight standards. Identify and assess the significance of local and tribal coins, with a focus
on regions like Kauśāmbī, Pāñcāla, Taxilā, and Ayodhyā, as well as tribes like Yaudheyas,
Mālavas, Audumbars, and Kuninda. Evaluate the general features of Indo-Greek, Western
Kshatrapas, Kusāna, and Huna coins, focusing on key rulers such as Demetrius, Menander,
Nahapāna, Rudradāman, Kanishka I, and Huvishka I. Understand the distribution patterns,
main features, and coin types of the Satavahana dynasty, particularly those issued by
Śātakarni I and II, Gautamīputra Śātakarni, and Vaśishtihiputra Pulumāvi.

Head of the Department

53
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 603: Ancient Indian Art & Architecture (From beginning to Gupta Period)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course49 (Tick any one of the above)
Credits50& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course The course introduces the glorious tradition of Indian art and architecture up to the Gupta
Objectives period, starting with primitive art such as rock paintings and terracotta. It also focuses on
(not more the intricacies of the Indus and Mauryan art and architecture in the 2nd and 3rd units,
than 100 respectively. The 4th unit discusses the unique features of Stupas, using examples from
words) Bharhut, Sanchi, and Amravati. This unit also covers the salient features of rock-cut
architecture, with a special reference to the Chaitya Halls of Bhaja and Karle. The last unit
delves into Kushan art as seen in the Mathura and Gandhara schools, as well as the distinct
characteristics of Gupta art.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Nature of Indian Art and its Beginning 15

1. Nature, definition and salient features of Indian art and

architecture
2. Primitive art: Rock Art & Terracottas
3. Art and Architecture of Indus Valley Civilization: Town
Planning, Stone, Metal Sculpture, Seals and Terracotta
II Art and Architecture of the Mauryan Period 15

4. Architecture: Palaces, Caves and Stū pas

5. Sculpture: Aśokan Capitals
6. Folk Images: Stone Images of Yaksha and Yakshi
7. Terracotta: Salient features
III Art and Architecture of Śunga-Satavāhana & Kushana Period 15

8. Stū pas: Bharahut, Sanchi,and Amaravati

9. Chaityas: Bhaja and Karle

49
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
50
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

54
 10. Salient features of Mathura and Gandhara School of Art
11. Terracotta: Salient features
IV Art and Architecture of the Gupta Period 15

12. Temple Architecture

13. Salient features of Mathura and Sarnath School of Art

14. Ajanta and Bagh Paintings

15. Terracotta: Salient features

Texts /  Agrawala, V.S., Bhāratīya Kalā (Hindi), Varanasi, 1994.
References  Bajpai, K.D., Bhāratīya Vāstukalā kā Itihāsa (Hindi), Lucknow, 1972.
 Brown, P., Indian Architecture (Buddhist and Hindu Periods), Vol. I, Bombay, 1971.
 Agrawala, P.K., Prācīna Bhāratīya Kalā evam Vāstu (Hindi), Varanasi, 2002.
 Coomarswamy, A.K., History of Indian and Indonesian Art, London, 1927.
 Gupta, P.L., Bhāratīya Sthāpatya (Hindi), Varanasi, 1970.
 Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian
People, Vols. II and III (relevant chapters.), Bombay, 1951-57.

Learning After completion of this course the students will be able to have an idea about the nature
Outcomes and objective behind the art and also they will have an insight about glorious tradition of
(not more Indian art and architecture up to the Gupta period, starting with primitive art such as rock
than 100 paintings and terracotta, rock cut architecture.
words)

Head of the Department

55
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 604: Protohistoric to Early Historic Archaeology of Indian Subcontinent

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course51 (Tick any one of the above)
Credits52& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Beginning with Pre-Harappan Cultures different stages of culture upto the emergence of
Objectives early historic cities is brought to the fore in this paper. The first unit deals with basic features
(not more of Harappan Civilization whereas main characteristics of Chalcolithic Cultures of India form
than 100
the subject matter of the unit. In the third & fourth units Chalcolithic and Iron Age Cultures
words)
notably Painted Gray Ware & Northern Black Polished were cultures associated with early
historic city sites are discussed respectively.

Course The course content be divided into minimum 3 Units to maximum 5 units along with defined
Content hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Unit I: Beginning & Early Phase of Copper-Bronze Age 15

1. Village Communities of North, North-west: Pre and Early

Harappan Culture of Baluchistan, Afghanistan and Sindh
2. Pre-early Harappan Culture: India

51
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
52
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

56
 II Unit-II: Rise of First Civilization in India 15
3. Bronze Age Urbanization: Concept and Theories
4. Indus-Saraswati Valley Civilization: Origin, Extent,
Chronology, Main Characteristic, Settlement and Town
Planning, Technologies, Trade & Commerce
5. Significant Sites of Indus Valley Civilization: Harappa,
Mohanjo-Daro, Kalibanga, Lothal, Rakhigarhi, Surkotada and
Dholawira
6. Decline: Theories of urban decline, Harappan culture in
Gujarat and Saurashtra. Late Harappan Cultures in Punjab
and Haryana

III Unit III: Non-Urban Chalcolithic Culture 15

7. Rajasthan
8. Madhya Pradesh
9. Maharashtra
10. U.P., Bihar and Bengal
11. The Copper using itinerant communities of the Gangetic
Plains: Copper hoards and Ochre Colour Pottery
IV Unit IV: Early Iron Age Culture & Concept and Theories of 15
Urbanization

12. Early Iron Age Cultures of North India: Painted Grey Ware
Cultures, Extent. Chronology, settlement pattern and authorship

13. Megalithic Culture of India: Vindhya, Vidarbha, South India

14. Northern Black Polished Ware Culture, extent, chronology and

characteristic traits

15. Rise of Cities in the Gangetic Plain

Texts /  Agrawal, D.P. and J.S. Kharakwal, Bronze and Iron Ages in South Asia New Delhi,
References 2003.
 Allchin, B. and F.R. Allchin, The Rise of Civilization in India and Pakistan, Delhi, 1983.
 Chakrabarti, D.K,The Oxford Companion to Indian Archaeology, NewDelhi, 2006
 Dhavalikar MK, Indian Protohistory, New Delhi, Books and Books,1997
 Ghosh, A.,The City in Early Historical India. Simla,Indian Institute for Advanced
Studies, 1973
 Gupta, S.P.,The Indus-Saraswati Civilization: Origins, Problems and Issues,Delhi,1996
 Jayaswal, V., Bhāratiya Itihāsa Ke ĀdiCharana KīRūparekhā(Purā Prastara Yuga),
Delhi, 1987.
 Kenoyer, J.M.,Ancient Cities of the Indus Valley Civilization, Karachi, 1998
 Kumar. Vinay, 2018. Early Harappan Culture of Kot-Diji Sothi Complex ,B.R.
Publishing Corporation, Delhi-110052.
 Lal, B.B. and S.P. Gupta (eds.), Frontiers of the Indus Civilization, Delhi, 1984.
 Pandey, Nidhi. 2018. Aspects of Pyro-technology in Ancient Culture of Ganga Plain
Delhi: Sharada Publication.
 Possehl, G.L. (ed.), Harappan Civilization: A Recent Perspective. New Delhi,1993
57
  Roy, T.N.,The Ganges Civilization: A Critical Study of the PGW and NBPW Periods of
Ganga Plains of India. New Delhi, 1983
 Singh, Pushp Lata,Ecology and Archaeology of Koshal Region,New Delhi, 2011
 Tripathi, Vibha, The Age of Iron in South Asia: Legacy and Tradition, Delhi, 2001.
 Tripathi, Vibha, The Painted Grey Ware, An Iron Age Culture of Northern sIndia,
Delhi, 1976.
Learning After completing this course students are expected to have a fair knowledge about the
Outcomes protohistoric cultures of India. They will be able to understand the Origin, extent and
(not more chronology of Indus Civilization, will be able to categorize the Pre Urban Harappan Cultures
than 100 in Greater Indus Region, analyses the features of Harappan town planning familiarize the
words) Harappan trade, script, religion, arts and craft, and burials, understand the factors of decline
of Indus Civilization and its Legacy, : will understand the Chrono-cultural features of Iron in
India and the students will get an idea about the major ceramic wares from Iron age.
Understand the typo-technology of Painted Grey ware pottery.

Head of the Department

58
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title VOC 601: Buddhist Circuit of North India

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course53 (Tick any one of the above)
Credits54& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course In recent years, the development and promotion of religious circuits has become a
Objectives cornerstone of India’s tourism marketing campaign that aims to capture both domestic and
(not more foreign exchange earnings. To explore the relationship between tourism and India’s
than 100
religious circuits further the role of India’s Buddhist circuit and how a series of sacred
words)
places have become part of a larger commoditized itinerary and networked geography is
the need of hour. The present course highlights about the ritual activities associated with
Buddhist pilgrimage, how the government looks to regulate and reproduce a sacred
geography, and the role of cross border cultural and economic processes in shaping
Buddhist heritage in the early twenty-first century.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I History of Buddhism in India 15
1. Life and teachings of Gautama Buddha
2. Buddhist Councils
3. Hīnayāna and Mahāyāna sects
4. Spread of Buddhism in India
II Development of Buddhist Architecture 15
5. Mauryan period
6. Shunga period
7. Kushana Period
8. Gupta period
III Introduction to Buddhist Visual Art 15
9. Buddhist visual art: Types, concepts and terminologies;
10. Buddhist symbols;
11. Buddha images: origin and development of Mudrās
12. Buddhist deities: Concept, Mudrās, origin and
development;
13. Buddhist paintings, stucco, terracotta and bronzes

53
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
54
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

59
 IV Important Buddhist Sites of Buddhist Circuit of North India 15
14. Lumbini
15. Shravasti
16. Bodhgaya
17. Sarnath
18. Nalanda
19. Rajgriha
20. Kushinagar

Texts /  Goyal, S.R. 1987. A History of Indian Buddhism. Meerut: Kusumanjali Prakashan.
References  Oldfield, H. A. 2018(1880). On Buddhism in Nepal. New Delhi: South Asia Press.
 Sāṅkṛtyāyan, Rāhul. 1953. Bauddh Sanskriti. Calcutta: Adhunik Pustak Bhavan.
 Singh, H. L. 1999. Buddhism in Nepal: A Brief Historical Introduction. Kathmandu:
Ratna Pustak Bhandar.
 Walpola, Rahula.1956. History of Buddhism in Ceylon. Colombo: M. D. Gunasena &
Co.
 Bapat, P. V., ed. 1997. 2500 Years of Buddhism. Delhi: Publication Division, Ministry
of Information and Broadcasting.
 Hirakawa, Akira. 1990. A History of Indian Buddhism - From Sakyamuni to Early
Mahayana. Translated and edited by Paul Groner. Honolulu: University of Hawai’i
Press.
 Legge, James. 1886. A Record of Buddhistic Kingdoms. Oxford: Clarendon Press.
 Obermiller, E., trans. 1986. History of Buddhism in India and Tibet by Bu-ston.
Delhi: Sri Satguru Publications.
 Sheel, Kamal, Lalji Shravak, and Charles Willemen. 2010. India on the Silk Route.
Delhi: Buddhist World Press.
 Snelling, John. 1998. The Buddhist Handbook: A Complete Guide to Buddhist
Schools, Teaching, Practice, and History. New York: Barnes & Nobles Books
 Thapa, Shanker, ed. 2005.The Historical Context of Newār Buddhism: The Vajrayana
Tradition of Nepal. Nagarjuna Publications.
 Tuladhar-Douglas, Will. 2007. Remaking Buddhism for medieval Nepal: the
fifteenth century reformation of Newar Buddhism. London and New York:
Routledge.
Learning After doing this course the students will be able to understand the rich Buddhist literary
Outcomes and philosophical heritage of the past and the present, they will be acquainted with history
(not more of Buddhism in Asia and world Buddhist heritage circuits with special emphasis on India.
than 100 The course will provide to students the knowledge of Buddhist architecture and various
words) visual art forms from different regions of Asia and will train the students in the
fundamentals of tourism and give necessary guidance.

Head of the Department

60
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 701: Historical Geography of Ancient India

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course55 (Tick any one of the above)
Credits56& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course It is the geography of a region which plays the most crucial role in shaping its tradition
Objectives and culture. This paper is an attempt to demonstrate the interrelation between history
(Not more and geography. The first unit delineates the different sources of historical geography of
than 100 ancient India. The second unit, besides discussing the different names by which India was
words) known in ancient period, also describes its topography. The changing scenario of political
geography is focussed in the third unit. Different aspects of geography, viz. agriculture,
forestry, mines, trade and trade-routes, form the subject matter of the fourth unit.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction 15
1. Nature and scope
2. Ancient sources
3. Concept of Bharat
4. Relevance to Indian history and culture

II Physical Geography: Land & People 15

5. Name of the Countries- a. Jambū Dvīpa, b. Aryavratta, c.
Bharat, d. India
6. Bhāratavarśa- its divisions
7. A brief survey of major physical divisions of India:
Himalayas, Indo-Gangetic Plain and Peninsula
8. A brief survey of major morphological divisions of India:
(a)Desert: Rajasthan and Kutch
(b)The hill ranges: Vindhyas, Kaimur and Sahyadri
(c)Plateau: Malwa and Chhota Nagpur
(d) Passes: North and South
(e) Costal India

III Geographical backgrounds 15

9. A brief survey of major river systems: Indus, Ganga,
Krishna, Kaveri, Narmada and Brahmaputra

55
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
56
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

61
 10. Glaciers and Deltas

IV Economic Geography 15
11. Agricultural Products
12. Forest and Mineral Products
13. Trade-routes and Ports
14. Inland and outland trades
15. Urban centres

Texts /  Agrawal, V.S., Geographical data in the Purānas, New Delhi, 1972.
References  Cunningham, A., Geography of Ancient India, Varanasi, 1963.
 Law, B.C., Ancient Mid-Indian Kshatriya Tribe, Varanasi, 1975.
 Law, B.C., Some Kshatriya Tribes of Ancient India, Calcutta, 1967.
 Law, B.C., Geography of Early Buddhism, London, 1932.
 Motichand, Sārthavāha, Patna, 1953.
 Shastri, K.A. Nilakanth, Mishra, V.V. and Law, B.C. (eds.), The Geographical
Encyclopaedia of Ancient and Medieval India, Varanasi, 1967.
 Sircar, D.C., Studies in Ancient and Medieval Geography of India, Varanasi, 1960.
 Upadhunderstanday, Bharat Singh, Buddhakālīna Bhārata Kā Bhūgola, Prayag, 1991

Learning A course on Historical Geography of Ancient India aims to develop a comprehensive

Outcomes understanding of the interplay between geography and human history in the
(Not more subcontinent. Upon successful completion of the course, students should be able to
than 100 demonstrate a strong grasp of the physical geography of ancient India, including its
words) major landforms, river systems, and climatic conditions. Student will understand the
evolution of geographical knowledge and concepts in ancient Indian thought. Also, they
will analyze the impact of geographical factors on early human settlements, civilizations,
and empires. Student will compare and contrast the geographical conditions of different
regions in ancient India and their influence on cultural, economic, and political
developments.

Head of the Department

62
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 702: India’s Cultural contacts with South and South-East Asia

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course57 (Tick any one of the above)
Credits58& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Cross regional cultural diffusion has been an important aspect of historical evolution. A
Objectives strong and vibrating civilization having its impact felt upon other contemporary cultures
(Not more has been a common phenomenon of history. This course introduces to the students a
than 100 general study of cultural contact of ancient India with outside world. It primarily focuses
words) on the study of historical geography, religion, art and architecture, language and
literature of Central Asia, Afghanistan, China, Tibet, Sri Lanka, Burma, Cambodia and
Indonesia. This impact got manifested basically in the form of the spread of Buddhism in
these regions.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction: South and South-East Asia 15
1. Sources
2. Ancient routes
3. Process and Causes of Indianization

II Socio-economic Impact on Sri Lanka, Myanmar & Thailand 15

4. India’s Social Impact
5. Land and Sea route
6. Trade and Commerce

III Cultural Interactions with Sri Lanka 15

7. Introduction and Expansion of Buddhism
8. Art and Architecture: Sigria Murals and Ruvanveli Pagoda
9. Language and Literature: Pali, Sanskrit, and Simhali

57
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
58
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

63
 IV Unit: 4 Cultural Interactions with Myanmar and Thailand 15
10. Introduction and Expansion of Buddhism
11. Art and Architecture: Sukhothai region and Ananda temple
12. Language, Literature, and Life

Texts /  Hall D.G.E, History of South East Asia, London 1961

References  Lama, G.K., Cultural Heritage of South East Asia, Varanasi, 2009
 Majumdar, R.C., Hindu Colonies in The Far East, Calcutta, 1963.
 Majumdar, R.C., India and South-East Asia, Delhi, 1979.
. .
 Puri, B.N., Sudura Purva me Bharatiya Samskriti Aur Usaka Itihas, Lucknow, 1965.
.
 Vidyalankara, S., Dakshina Evam Dakshina Purva Asia Ka Sanskratika Itihasa,
Mussoorie, 1984.

Learning A course on India’s cultural contacts with Southeast Asia aims to provide students with a
Outcomes comprehensive understanding of the multifaceted interactions between these two
(Not more regions. Students will understand Demonstrate a strong understanding of the historical
than 100 and geographical context of India and Southeast Asia. Explain the various forms of
words) cultural exchange between India and Southeast Asia, including religion, language, art, and
technology. Analyze the impact of Indian cultural influence on Southeast Asian societies.
Compare and contrast the cultural characteristics of India and Southeast Asia, identifying
both similarities and differences. Evaluate the role of maritime trade and cultural
exchange in shaping the region.

Head of the Department

64
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 703: Principles and Methods of Archaeology

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course59 (Tick any one of the above)
Credits60& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Archaeology is the study of human past through their material evidences discovered from
Objectives the archaeological sites. This course introduces to the students the basic concept of
(not more Archaeology, about the principles, methods and theoretical framework of archaeology. It
than 100
talks about phases of the evolution of archaeology as a discipline which has started from
words)
an antiquarian stage and developed to a systematic and scientific discipline in the social
science. The processual, post processual and cognitive theories will discuss a brief survey
of the evolution of world and Indian archaeology. The paper introduces the terms and
concepts of archaeology, techniques of archaeological exploration, specialized survey
methods and geo-physical survey method. The course also describes various methods of
excavations which include vertical, horizontal and quadrant methods. Students have to
study history of Indian Archaeology, Methods of Data retrieval, dating and recent trends in
archaeological studies.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Unit I: History of Indian Archaeology 15

1. Archaeology: Definition, Aims, Nature and Scope

2. History of Indian Archaeology: From A. Cunningham to
M. Wheeler
3. Archaeology of Post-Independent India: contribution of
institutions and individuals
4. Role of Various Sciences in Archaeological Research:
Geoarchaeology, Zooarchaeology, Paleobotany,
Paleontology, Ethnoarchaeology, etc.
II Unit II: Methods of Data Retrieval and Documentation 15

5. Field discoveries: Aims and methods of Explorations,

Chance discoveries, Map and satellite image studies;

59
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
60
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

65
 Village to village survey, Use of scientific aids in survey
6. Unearthing the sites: Planning excavations, Layout,
Techniques of Excavations: Vertical and Horizontal
7. Excavation of sites: Rock-shelter, burial, stupas and
others
8. Retrieval of botanical & other non-artefactual remains:
Floatation techniques, Nitrogen analysis, soil analysis and
Phosphate chemical tests
III Unit III: Documentation & Reconstruction of the past 15

9. Site formation process, site catchment analysis and

stratigraphy
10. Recording of the excavated remains: Antiquities, Coding
of sites, Marking of findings, Preparation of sections and
3-D recording
11. The recording: Section & plan, Photography and use of
computer
12. Report Writing and Publications

IV Unit IV: Chronology, Dating Methods and New Trends 15

13. Methods of Relative Chronology: Typology; Statistical

studies
14. Absolute methods of dating: - Radiocarbon, AMS,
Potassium-argon, Thermoluminescence, Pollen analysis,
Fluorine test, Obsidian hydration and Dendro Chronology
15. Underwater archaeology: Indian studies
16. Recent Trends of Archaeology and its Applications

Texts /  Atkinson, R.J.C., Field Archaeology, London: Longmans.1953

References  Barker, P. Techniques of Archaeological Excavation, London: Batsford. 1982.
 Binford, L.R., Introduction. An Archaeological Perspective, Seminar Press, New York.
1972
 Chakrabarti, D.K. A History of Indian Archaeology: From the Beginning to 1947, New
Delhi: Munsiram Manoharlal. 1988.
 Dancey, W.S., Archaeological Field Methods: An Introduction, New Delhi: Surjeet
Publications.1985
 Fagan, B., In the Beginning: An Introduction to Archaeology, Harper Collins.1993
 Harris, E.C. 1979. Principles of Archaeological Stratigraphy, London: Academic
Press.
 Hester R. Thomas, Shafer J. Harry and Feder L. Kenneth. 1997. Field Methods in
Archaeology, California: Mayfield Publishing Company.
 Hodder, Ian, Theory and Practice in Archaeology, London: Routledge. 1992.
 Pandey, J.N., Puratattva Vimarsha (in Hindi). Prachya Vidya Sansthan, Allahabad. 2000.
 Rajan,K., Archaeology: Principles and Methods, Thanjavur: Manoo Pathippakam,2002
 Raman, K.V., Principles and Methods of Archaeology, Madras: Parthajan
Publications,1986
 Renfrew, Colin and Paul G. Bahn., Archaeology: Theories, Methods and Practice,(3rd
Edition), London: Thames and Hudson. 2000

Learning This paper will help the students to understand the other papers of ancient Indian history
Outcomes where archaeology plays a very important role. They will be able to grasp the ideas of
(not more ancient sites and human landscapes in a much meaningful manner. After Completion of
than 100 this course, the student should be able to familiarize the aim, scope, and evolution of
66
words) Archaeology, Relationship of Archaeology with Social and Natural Sciences, Understand the
data retrieval techniques in archaeology, categorize artifacts and Eco-facts (Analyze)
Demonstrate Post excavation analysis, recording and interpretation of data and evaluate
the dating methods in Archaeology.

Head of the Department

67
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 704: History of Science and Technology in Ancient India (From 600 BCE. to 1200 CE.)

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course61 (Tick any one of the above)
Credits62& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Around the 6th -5th century BC India began to engage significantly with the external world,
Objectives leading to an exchange of scientific knowledge between Indian scholars and their counter
(Not more pats from other nations. By this period, India had made remarkable advancements in
than 100 Mathematics, astronomy and medical sciences. The progress in metallurgical technology,
words) particularly in Iron production was so pronounced that Indian Iron and Steel gained a
reputation throughout the ancient world. The contributions of notable figures such as
Charak, Susruta and Vagbhatt in the field of medicine, Nagarjuna in alchemy and
Aryabhattta, Varahmihir, Brahmagupta and Bhaskaracharya in Mathematices and
Astronomy have proven to be of immence significance.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Medical Science and Alchemy 15
1. Caraka
2. Śuśruta
3. Vāgbhata
4. Origin of Indian Alchemy
5. Nāgārjuna

II Development in Metallurgy and Glass Technology 15

6. Copper and its Alloys
7. Iron and Wootz Steel
8. Glass
9. Kautilya’s Arthaśāstra: Gems and Minerals
III Mathematics and Astronomy 15
10. Āryabhata
11. Varāhamihira
12. Brahmagupta
13. Bhāskarāchārya

61
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
62
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

68
 IV Interaction with the outside world 15
14. Greece
15. China
16. Arabia

Texts /  Hegde, K.T.M., An Introduction to Ancient Indian Metallurgy, Banglore. 1991.

References  Hodges, H., Technology in the Ancient world, London, Pelican, 1970.
 Kutumbia, P., Ancient Indian Medicine, New Delhi, 1962.
 Prasad, G., Bharatīya Jyotisha Ka Itihas, Lucknow, 1974.
 Randhawa, M.S., A History of Agriculture in India, New Delhi, 1980.
 Bose, D.M. et al., Concise History of Science of India, New Delhi, 1971.
 Satya Prakash, Prachina Bharata me Rasayan Ka Vikasa, Varanasi, 1960.
 Satya Prakash, Vaijñanika Vikasa ki Bharatiya Parampara, Patna, 1954.
 Sen, S.N., Vijñana ka Itihas, Two Volumes, Patna, 1972.
 Singh, A.N. and Dutta, B.B., History of Hindu Mathematics (English and Hindi).
 Vols. I & II, Lahore, 1935 and 1938.
 Singh, R.N., Ancient Indian Glass: Archaeology & Technology, Delhi, 2005.
 Tripathi, Vibha. The Age of Iron in South Asia: Legacy and Tradition. Delhi. 2001.

Learning We know that ancient India's development in the fields of science and technology reached
Outcomes its peak in Gupta Age. The knowledge of mathematics and other scientific fields was greatly
(Not more advanced by ancient Indians. In India, scientists were in vogue and advanced both
than 100 mathematics and astronomy to the pinnacle of their respective fields. After the completion
words) of this course the students will be able to know all the above aspects.

Head of the Department

69
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title RM 701: Research Methodology

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course63 (Tick any one of the above)
Credits64& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course The main objective of this course is to introduce the basic concepts in research
Objectives methodology in social science. This course addresses the issues inherent in selecting a
(not more research problem and discuss the techniques and tools to be employed in completing a
than 100
research project. This will also enable the students to prepare report writing and framing
words)
Research proposals. To familiarize students with the concept of research and its various
techniques and methodology and also to the design of a research project, its analysis and
drafting.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction to the meaning and approaches of research. 15
1. Meaning and significance of Research
2. Aims, objective and Types of Research
3. Research approaches
4. Trends
II Research Problems 15
5. Identification and selection of research problems
6. Area of research and form of hypotheses
7. Preparation of synopsis
8. Usage of sources: Primary and secondary
9. Collection, Analysis and Evaluation of data
III Foot-Note, Appendices, Bibliography and Illustrations 15
10. Understanding of conventional abbreviations like ibid.
Op cite etc.
11. Abbreviation of books and journal
12. Methods of foot-notes, end-notes and references
13. Use of diacritical marks
14. Appendices

63
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
64
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

70
 15. Preparation of Bibliography
16. Arrangement of Illustration- Photography, Maps, and Line
drawings
IV Fieldwork and Documentation 15
17. Nature and significance of field-work
18. Process of Pre-Field-work
19. Methods of Field-work
(a) Archaeological Explorations and Excavations
(b) Ethno-cultural studies
20. Documentation and analysis
21. Report writing
Texts /  Creswell, J. W. Research design: Qualitative, quantitative, and mixed methods
References approaches, Sage Publications. 2013.
 Denscombe, Martyn. 1999.The Good Research Guide. London: Viva Books.
 Gibaldi, Joseph. 2000. MLA Handbook for Writers of Research Papers. Delhi:
Affiliated Publishers.
 Jha, Nishikant. Research Methodology, Himalaya Publishing House, Mumbai, 2013
 Joglekar, P., Research Methodology for Archaeology Students, Gayatri Sahitya, Pune
2014
 Johnson, L. Amber. 2004. Processual Archaeology. London: Praeger.
 Kothari, C. R. Research methodology: Methods and techniques, New Age
International, 2004
 Sharma, Tejram, Ithias me Shodh Vidhi, New Delhi (In Hindi) 2001
 Sharma, Tejram, Research Methodology in History, New Delhi 2001
 Silverman, David. 2005. Doing Qualitative Research. London: Sage.
 Singh, Arun Kumar, Manovigyan Samajshastra Tatha Siksha me Shodh Vidhiyan,
Delhi, 2008
 Turabian. L. Kate. 1996. A Manuel for Writers of Term Papers, Thesis and
Dissertation. London: Chicago Press.
Learning Students who complete this course will be able to understand and comprehend the basics
Outcomes in research methodology and applying them in research/ project work. This course will
(not more help them to select an appropriate research design. With the help of this course, students
than 100 will be able to take up and implement a research project/ study. The course will also
words) enable them to collect the data, edit it properly and analyse it accordingly. Thus, it will
facilitate students’ prosperity in higher education. The students will develop skills in
qualitative and quantitative data analysis and presentation. Students will be able to
demonstrate the ability to choose methods appropriate to research objectives

Head of the Department

71
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 801: Ancient Indian Numismatics: (From Gupta to Early Medieval Period)
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course65 (Tick any one of the above)
Credits66& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course This paper aims to provide a detailed examination of the political dynamics and historical
Objectives developments in North India from the 6th century to the 13th century CE. Students will
(not more delve into the histories of significant dynasties such as the Maukharīs, Puśyabhūtis,
than 100 Pratīhāras, Pālas, Kalacuris, Chandellas and others, exploring their rise, political
words) achievements, and impact. The course seeks to enhance understanding of regional politics,
inter-dynastic conflicts, and the socio-political context that shaped the history of early
medieval North India.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Gupta Coins 15
1. Genesis of Gupta coinage
2. Coin types of Chandragupta I to Skandagupta
3. Brief survey of hoard, monetary system and
metrology

II Post Gupta coins of Northern India 15

4. Coins of Kashmir
5. Coins of Horseman & Bull Type coins with special
reference to Hindu Shahis of Punjab and Tomars of
Delhi
6. Coins of Gupta imitation with special reference to
Maukharis and Pushyabhutis
7. Coins of Bengal Samachardeva and Saśānka

65
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
66
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

72
 III Early Medieval Coins of North India 15
8. Indo-Sasanian and Gandhara coins
9. Coins of Kalchuris of Tripuri and Ratnapur
10. Coins of Gahadwals, Chandellas, Parmaras and
Kachchapghats, Chalukyas of Gujarat

IV Early Medieval Coins of South India 15

11. Salient features of South Indian coins - Mint and
Metrology
12. Coinage and history of South Indian coins with
special reference to Chalukyas and Pallavas
13. South Indian coins of Cholas, Pandyas, and
Cheras

Texts /  Ray, P.C., Coins of Northern India, Delhi, 1980

References  Gopal, Lallanji, Early Medieval Coin Types of Northern India,
Varanasi,
 Prakash, Vidya, Coinage of South India. NSI, Varanasi, 1968.
 Chattopadhyaya, B.D., Coins and Currency Systems in South India, C.
A.D. 225-1300, Delhi, 1977.
 Gupta, P.L., Prācīna Bhāratīya Mudrāyem, Varanasi, 2003.
 Kosambi, D.D., Indian Numismatics, Delhi, 1981.
 Rapson, E.J., Catalogue of the Coins of India, Delhi, 1975.
 Singh, Onkar Nath, Guptottarata Uttara Bharatiya Mudrayen,
Varanasi, 1997.
 Singh, Onkar Nath, Guptottarata Dakshin Bharatiya Mudrayen,
Varanasi, 2010.
 Upadhyaya, Basudeo, Bhāratīya Sikke, Varanasi, 1971.
 Wood, Allen, The Gold Coin-types of the Great Kushānas, Varanasi,
1957.
 Upadhyaya, Amit Kumar, and Singh, Devendra Bhadur, Prachin Bharat
me Vinimay Pranali, Varanasi, 2009.

Learning By the end of this course, students will be able to nderstand the political history and
Outcomes contributions of the Maukharīs and Puśyabhūti dynasties. Analyze the rise and significance
(not more of the Pratīhāras and Pālas, focusing on key rulers such as Vatsarāja, Nāgabhatta II, Mihira
than 100 Bhoja, and Devapāla. Explore the historical developments in Kashmir, West, and North-
words) West India, including the Karkota, Utpala, and Lohara dynasties. Assess the political history
of Sindh and the Caulukyas of Gujarat. Examine the histories of the Kalacuris, Candellas,
and Paramāras, with attention to notable rulers like Laksmīkarna, Dhang, Vidyādhar, and
Bhoja. Detail the rise and impact of the Gāhadavālas and Cāhamānas, with a focus on
prominent figures such as Jayacandra and Prithvīrāja III.

Head of the Department

73
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 802: Art & Architecture of Early Medieval period

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course67 (Tick any one of the above)
Credits68& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course The art and architecture of early medieval India is characterized by the development of
Objectives different temple forms. The first unit of the course introduces the students to the
(not more intricacies of main styles of temples, namely Nāgara, Drāvida and Vesara, and also talks
than 100 about post-Gupta temples. Temples of North India along with Khajuraho and Orissan
words) temples are discussed in the second unit. Temples of South India which includes within its
fold Cālukyan, Rāstrakūta, Pallava and Cola temples form the subject matter of the third
unit whereas the fourth unit describes the temples of Western India.

Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Origins and Development of Early Temples 15
1. Sources of Ancient Indian temple architecture
2. Terminology, Medium and Techniques
3. Forms of Temples: Nāgara, Drāvida and Vesara and
their salient features
4. Salient features of post-Gupta Temples

II Temple and Sculptures of North India 15

5. Temple Architecture of Khajuraho
6. Sculptures of Khajuraho

III Temples and Sculptures of South India 15

7. Early Cālukyan Temples of Aihole, Badami and
Pattadakal
8. Rāstrakūta Temples: Kailāśanātha Temple of Ellora
9. Pallava Rathas and Structural Temples of
Mahabalipuram and Kanchipuram
10. Cola Temples with special reference to Thanjavur
11. Hoysala Temples (Halebid)

67
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
68
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

74
 12. Cola Bronzes

IV Temples and Sculptures of Eastern and Western India 15

13. Temples of Bhubaneswar, Puri and Konark
14. Pāla Sculptures
15. Sun Temple of Modhera
16. Abu Temples: Vimalavasahī and Lūnavasahī

Texts /  Agrawala, P.K., Guptakālīna Kalā evam Vāstu (Hindi), Varanasi, 1994.
References  Bajpai, K.D., Bhāratīya Vāstukalā kā Itihāsa (Hindi), Lucknow, 1972.
 Brown, P., Indian Architecture (Buddhist and Hindu Periods) (relevant portions),
Bombay, 1971.
 Coomaraswamy, A.K., History of Indian and Indonesian Art, London, 1927.
 Gupta, P.L., Bhāratīya Sthāpatya (Hindi), Varanasi, 1970.
 Jauhari, M., Cola aura Unakī Kalā, Varanasi, 1968.
 Krishna Dev, Temples of North India, New Delhi, 1969.
 Majumdar, R.C. and A.D. Pusalker (eds.), The History and Culture of the Indian
People, Vols. III and V (relevant portions), Bombay, 1988, 1989.
 Saraswati, S. K., A Survey of Indian Sculpture, Calcutta, 1956 (Reprint edn.).
 Srinivasan, K. R., Temples of South India, New Delhi, 1972.
 Majumdar,R.C.and A. D. Pusalker (eds.),The History and Culture of the Indian
People,Vols.IIIandV(relevant portions),Bombay,1988,1989.
 Saraswati, S. K., A Survey of Indian Sculpture,Calcutta,1956(Reprint edn.).
 Srinivasan,K.., Temples of South India,New Delhi,1972.

Learning After successful completion of this course, the student will be able to understand main
Outcomes styles of temples, namely Nāgara, Drāvida and Vesara, and also about post-Gupta temples.
(not more They can understand the basic concepts associated with the art and architecture of pan
than 100 India.
words)

Head of the Department

75
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 803: Paleography and Epigraphy of Early Medieval Period

Category of Major
Course69
Credits70& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course Scripts and epigraphs provide valuable insights into the political, social, economic and
Objectives cultural development of early medieval India. This course focuses on scripts and epigraphs
(not more Post Gupta and Early Medieval period. Historiography Materials of writing, General
than 100 features of Post-Gupta and early Medieval Epigraphs, Technique and preservation of
words) records and Dating methods and Eras are discussed in first two units. Origin and
development of Kutila, Proto-Nagari and Nagari scripts and historical significance of some
of Post-Gupta and Early Medieval epigraphs are analyzed in third and fourth unit
respectively. Decipherment of above-mentioned inscriptions and methods of taking
estampages are also incorporated in this course. The objective of this course is to learn
about ancient scripts and their development through the period and the methods of the
inscriptions.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction
1. Historiography
2. A comparative assessment with other sources 15
3. The Materials of writing: medium and tools of writing
4. Techniques and preservation of records
5. General features of Post-Gupta and early Medieval Epigraphs

II Dating System and Eras

6. Dating Methods
7. Eras used in inscriptions: Vikram, Saka, Gupta and Kalachuri
Samvat
15
III Development of Scripts
8. Kutila
9. Proto-Nagari 15
10. Nagari
IV 15

69
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
70
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

76
 Decipherment and Historical Significance of Post-Gupta and early
Medieval epigraphs
11. Haraha Inscription of Ishanavarman, E.I. XIV, No. 5.
12. Aphsad Inscription of Adityasena, CII, Vol. III, No. 42.
13. Mandsor Stone Pillar Inscription of Yasodharman C11, Vol. III,
No. 33.
14. Banskhera Plates of Harsha, EI, IV, No. 1.
15. Aihole Inscription of Pulakesin II, E1. VI, No. 1.
16. Gwalior Inscription of Mihirbhoja, EI, XVIII, No. 13
17. Khalimpur Inscription of Dharmapala, E1, IV. No. 34
18. Sanjan copper plates of Amoghvarsha, E1, XVIII. No.26
19. Udaipur Prasasti of Udayaditya, El, I, No.28

Note:
Students are required to decipher and transcribe the Brāhmi inscriptions
and the knowledge of estampage of inscription.
Texts /
References Recommended Readings :
 Agrawala, P.K., Imperial Gupta Epigraphs, Varanasi, 1983.
 Bajpai, K.D., Aitihasika Bharatiya Abhilekha, Jaipur, 1992.
 Buhler G., Indian Palaeography, Calcutta, 1959.
 Dani A.H., Indian Palaeography, London, 1963.
 Ojha, G.H., Bhartiya Prachin Lipimala (Hindi) New Delhi, 1971 (Reprint)
 Sircar, D.C., Indian Epigraphy, Varanasi, 1965.
 Sircar D.C., Select Inscriptions, Vol. II, Calcutta, 1983.
 Goyal S.R., Maukhari-Pushyabhrti-Chalukya Yugeena Abhilekh (Hindi) Jodhpur,
1993.
 Bajpai, K.D. et.al., Aitihasik Bhartiya Abhilekh, Jaipur, 1992.
Learning After studying this course students will have a familiarity with the reading and writing of
Outcomes various scripts such as Kutila, Proto Nagari and Nagari. The knowledge of scripts will help
(not more them in reading and interpreting the original inscriptions. They will learn to analyze
than 100 inscriptions critically, including their content, purpose, palaeographic changes over the
words) time and socio-political, economic and religious significance.

Head of the Department

77
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 804: Iconography & Sculptural Styles of Early Medieval India

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

71
Course (Tick any one of the above)
Credits72& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course The objective of this courses is to train students in Medieval Indian Iconography &
Objectives Sculptural Styles as a specialized field. The various aspects of the Medieval Indian, art and
(not more iconography are represented extensively in this course.
than 100
words)
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction 15
1. Sources
2. Understanding Art
3. Terminology of Iconography
II Iconography of Brahmanical, Buddhist & Jaina Deities 15
4. Shiva: Linga, Uma Maheshwar, Anugrahamurtis
(Ravananugraha & Chandeshanugraha),
Samharamurtis (Yamantaka & Andhakasuravadh)
5. Vishnu: General features of Vishnu images,
Vibhavas
6. Shakti Images: Mahishasuramardini & Saptamatrika
7. Dhyani Buddhas & Avalokiteshvara
8. Main features of the Tirthankara Images

III North and South Indian Sculptural Styles 15

9. Pala, Kalachuri, Chandella and Paramara
10. Pallava, Early Chalukya, Rashtrakuta and Chola
IV Documentation 15
11. Iconographical and Stylistic identification
12. Museum Visit (Bharat Kala Bhavan, BHU)

71
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
72
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

78
Texts /  Banerjea. J. N,. Development of Hindu Iconography, Calcutta, 1990.
References  Bhattacharya, B., The Indian-Buddhist Iconography, New Delhi
 Bhattacharya, B.C., Jain Iconography, Delhi, 1974. Art, London, 1927.
 Coomarswamy, A.K., History of Indian and Indonesian Art, New Delhi, 1985.
 Gopinath Rao, T.A., Elements of Hindu Iconography, Madras, 1914
 Harle, J.C., Art and Architecture of the Indian, Subcontinent, Pelican Art History Series.
London, 1994.
 Joshi, N.P. Prachin Bhartiya Murti Vigyan (Hindi), Patna, 1934.
 Ahirawar, M.P., Tripuri ki Kalachuri Kalin Shaiva Pratimayen (Hindi), New Delhi, 2003.
 Gupta, S.P., Asthana, S.P., Elements of Indian Art, New Delhi, 1931.
 Tiwari, M.N.P., Elements of Jaina Iconography, Varanasi, 1983.
 Tiwari, M.N.P., Purva Madhya Evam Madhyakalin Bhartiya Murtikala (Hindi), Varanasi,
2020.
 Tiwari, M.N.P., (1981) Jain Pratima Vigyan, Varanasi
 Gupte, R.S. Iconography of the Hindus Buddhists and Jains, Bombay, 1972.
 Ray, Niharanjan, An Approach to Indian Art, Punjab University, 1972.
 Srivastava,B.B., Prachin Bhartiya Pratima-Vigyan evam Murtikala (Hindi), Varanasi,
2015.

Learning After completion of this course, the student will be able to know about basics of
Outcomes iconography and iconometry, iconographic features of important Brahmanical, Buddhist &
(not more Jaina Deities and also he/she will have an idea of documenting these sculptures.
than 100
words)

Head of the Department

79
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MN 801: India’s Cultural Contact with Outside World

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course73 (Tick any one of the above)
Credits74& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course Since 1st century CE upto 12th century CE countries laying in the north west of India like
Objectives Afghanistan, Central Asia, China, Tibet, and Nepal accepted Buddhism,among them
(Not more China, Tibet and Nepal are still following the same religion. Alongwith religion
than 100 Philosophy, language and literature and art and architecture also reached in this area.
words) Indian missionaries propagated Buddhism in this area and the people of this area also
visited India to know the religion deeply. Everyone knows about Fa-hsien, Hiuen-tsang
and I-tsing of China and Dharmaswami, Buston and Lama Taranath of Tibet who wrote
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.

73
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
74
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

80
 Units Course Content Hr. of
Teaching
I Introduction: South and South-East Asia and Central Asia 15
1. Sources
2. Ancient routes
3. Process and Causes of Indianization
II Elements of Indian Culture in South and South-East Asia 15
4. Hinduism in South and South-East Asian countries
5. Buddhism in South and South-East Asian countries
6. Architecture of Angkor Vat and Borobudur
7. Indo-Javanese Literature
III Elements of Indian Culture in Central Asia and Afghanistan 15
8. A brief survey of archaeological remains in Central Asia and
Afghanistan
9. Introduction and expansion of Buddhism in Central Asia and
Afghanistan
IV Indian Culture in China, Tibet and Nepal 15
10. Introduction and expansion of Buddhism in China
11. Introduction and expansion of Buddhism in Tibet
12. Introduction and expansion of Hinduism and Buddhism in Nepal
13. Contribution of Thonmi Sambhotato Tibetan language and
literature

Texts /  Majumdar, R.C., Hindu Colonies in The Far East, Calcutta, 1963.
References  Majumdar, R.C., India and South-East Asia, Delhi, 1979.
 Puri, B.N., Madhya Asia Me Bharatiya Samskriti, New Delhi, 1994.
. . .
 Puri, B.N., Sudura Purva me Bharatiya Samskriti Aur Usaka Itihas,
 Lucknow, 1965.
 Sankrityayana, Rahul, History of Central Asia, New Delhi, 1964.
 Vidyalankara, S., Madhya Asia Evam China Mem Bharatiya Samskriti Mussoorie,
1980.
. . Itihas,
 Vidyalankara, S., Dakshina Evam Dakshina Purva Asia Ka Sanskritika
Mussoorie, 1984.
 Lama, G.K., Tibet Mem Bauddha. Dharma Ka Itihasa (Hindi), New Delhi, 2004.
 Lama, G.K., Cultural Heritage of South East Asia, Varanasi, 2009.
 Lama, G.K., Indian Culture through the Ages, K.R. Publishers and Distributors,
New Delhi, 2021
Learning The student will learn ample about the greatness of Indian Culture. In this paper,
Outcomes students will learn about India's ancient glory. This paper aims to give students a
(Not more comprehensive understanding of the dynamic interactions between India and other
than 100 civilizations. Upon completion, students should be able to learn the significant aspects of
words) this topic, especially if they get a strong understanding of the historical and geographical
context of India and its neighbouring regions. They understand the various forms of
cultural exchange, including trade, religion, art, philosophy, and technology.

Head of the Department

81
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MJ 805: Literature as a Source of Ancient Indian History and Culture
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course75 (Tick any one of the above)
Credits76& Theory Practical Cumulative
Hour of Credits 04
Teaching Hour of Teaching (Total) 60
Course The primary objective of this paper is to examine and evaluate the primary sources used to
Objectives reconstruct the history and culture of ancient India. This involves analyzing the
(not more strengths, weaknesses, and limitations of both literary and archaeological evidence,
than 100 identifying and categorizing the primary sources available for studying ancient India. By
words) achieving these objectives, the paper can provide a comprehensive understanding of how
literary knowledge about ancient India, highlighting the importance of critical source
evaluation.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Introduction 15
1. Problem of historical reconstruction, Classification of
sources and Problem of dating of literary sources with
special reference to Kautilya’s Arthaśāstras
2. Comparison of ancient literature with medieval and modern
literary sources

II Brahmanical Literature 15
3. Nature and Classification of Vedic Literature
4. Politico-Cultural importance of Vedic literature
5. Nature and historical importance of Epic literature
6. Nature and classification of Dharmaśāstras and their
historical significance with special reference to Manu and
Yagyavalkya
7. Nature and classification of Purānās
8. Historical evolution of Purānās-Matsya and Vāyu Purān

III Buddhist, Jain and Sangam Literature 15

9. Nature and classification of Buddhist literature

75
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
76
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

82
 10. Pāli Tripitaka and Sanskrit Literature with special reference
to Divyāvadān and Manjuśrimulkalpa
11. Nature and classification of Jaina literature: Jaina Agamas
and Puranic Literature with special reference to
Harivanśapurāna
12. Historical values of Sangam Literature

IV Dramas, Biographies and others 15

13. Nature of historical Drama Literature, historical values of
Mudrārākśas and Mālvikāgnimitram
14. Nature and historical importance of Charitkāvya with
special reference to Navasahasānkacharita and
Kumārpālacharita
15. Historical values of the accounts of foreign travellers
Texts /  Ghosal, U. N., Studies in Indian History and Culture, New Delhi, 1965.
References  Majumdar, R. C. & Pusalker, A. D. (eds.),
. .
The History and Culture of The Indian People,
Vols. I-(Relevant portions), Bombay, 1951-1957.
 Pargiter, F.E., Ancient Indian Historical Tradition, Delhi, 1922.
 Pargiter, F.E., The Purana Text of the Dynasties of the Kali Age, Oxford, 1913.
 Upadhyay, Bharat Singh, Pāli Sāhitya kā Itihāsa, Allahabad, 1994.
 Winternitz, M., History of Indian Literature, 2 Vols., Calcutta, 1933
Learning A course on Sources of Ancient Indian History and Culture aims to equip students with a
Outcomes critical understanding of the primary sources used to reconstruct the past. This paper will
(not more provide a comprehensive understanding of the different types of literary and
than 100 archaeological sources available for studying ancient India. Students will understand the
words) strengths, weaknesses, and limitations of each type of source. They will establish the
relationship between literary and archaeological evidence in reconstructing historical
narratives.

Head of the Department

83
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title MN 805: Material Remains as a Source of Ancient Indian History and Culture
Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
Course77 (Tick any one of the above)
Credits78& Theory Practical Cumulative
Hour of Credits 4
Teaching Hour of Teaching (Total) 60
Course The primary objective of studying material remains as a source of ancient Indian history
Objectives and culture is to reconstruct the past through tangible evidence. By examining
(not more artifacts, architecture, and other material remains, historians and archaeologists can gain
than 100 valuable insights into the lives, beliefs, and technologies of ancient Indian civilizations.
words) Determining the sequence of events and cultural developments through the analysis of
artifacts and their stratigraphic context. To reconstructing the economic structure of
ancient India by studying tools, agricultural implements, and trade goods. Understanding
the daily lives, beliefs, and rituals of ancient people through the analysis of
artifacts, art, and architecture. Identifying and tracing the development of various
technologies over time.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I Prehistoric to Early Historic Excavated remains 15
Reconstruction of Socio-Economic and religious life based on the
following-
1. Tools
2. Pottery
3. Beads, metal, Terracotta, stone and glass objects
4. Botanical and Zoological remains

II Coins, Seals , Sealings and Epigraphs of the Historical Period 15

5. Historical importance of coins, seals and sealings
6. Reconstruction of Political and Cultural History from coins
7. Reconstruction of Political and Cultural History from Inscriptions
8. Significance of Palaeography in dating

III Sculptures and Paintings 15

9. Reconstruction of history based on the following:
a) Stone, Terracotta and Metal sculptures
b) Pre-historic Rock paintings and Murals of Ajanta

77
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
78
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

84
 IV Historical Importance of Structure and Monuments 15
10. Forts, Palaces, Tanks and wells
11. Stupa, Chaitya, Vihara and Rock-cut Caves
12. Temples

Texts /  Allchin B & F.R., Rise of Civilization in India & Pakistan, Delhi, 1983.
References  Agrawala, V.S., Bharatiya Kala (Hindi), Varanasi, 1965.
 Bhattacharya, D.K., Old Stone Age tools, Calcutta, 1979.
 Bhandarkar, D R., Carmichael Lectures on Ancient Indian Numismatics, Calcutta,
1917.
 Brown, P., Indian Architecture, Vol. I, Bombay, 1985.
 The Cultural Heritage of India, Vols 1&11 (Relevant portions), Calcutta, 1982
 Kanungo, A. and L. Dussubieux, Ancient Glass of South Asia: Archaeology,
Ethnography and Global Connections, Singapore, 2021
 Pandey, R.B., Indian Palaeography, Varanasi, 1965.
 Pal, J.N., Archaeology of Southern Utter Pradesh: Ceramic Industries of Northern
Vindhyas, Allahabad, 1986.
 Pant, PC & V. Jayaswal, Ancient Ceramics Historic Enquiries and Scientific Approach,
Delhi, 1997
 Sankalia, H.D., Stone Tools, their Techniques & Functions, Poona, 1972
 Sinha, B. P., Potteries in Ancient India, Patna, 1968.
 Singh, R.N., Ancient Indian Glass: Archaeology & Technology, Delhi, 2005.
 Tripathi, Vibha, The Age of Iron in South Asia: Legacy and Tradition. Delhi. 2001.
 Tripathi, Vibha and Prabhakar Upadhyay, Archaeology of the Ganga Basin:
Paradigm Shift, Vol.1&2, Delhi, 2010.
 Upadhyay, Prabhakar, Minerals and Mining in Ancient India: From the Earliest
Times to the Beginning of Christian Era, Varanasi, 2007.
Learning A course on Material Remains as a Source of Ancient Indian History and Culture aims to
Outcomes equip students with the ability to interpret and analyze material evidence to reconstruct
(not more the past. Upon completion, students should be able to demonstrate a strong
than 100 understanding of the different types of material remains
words) (architecture, artifacts, coins,inscriptions, etc.). Explain the methods and techniques used
in archaeological exploration and excavation. Analyze the relationship between material
culture and other aspects of ancient Indian life (religion, society,economy, politics).
Compare and contrast material remains from different regions and periods of ancient
India. Evaluate the limitations and potential of material evidence in historical
reconstruction.

Head of the Department

85
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of AIHC & Archaeology

Faculty of Arts
T P L C H

Course Title RPD: 801 Research Project / Dissertation

Category of Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation

Course79 (Tick any one of the above)
Credits80& Theory Practical Cumulative
Hour of Credits 12
Teaching Hour of Teaching (Total)
Course This course is designed to equip students with the skills and methodologies necessary to
Objectives conduct independent research in the field of ancient Indian history and related disciplines.
(not more It also guides students through the process of selecting a research topic, conducting a
than 100 literature review, collecting and analyzing data, and presenting findings in a well-structured
words) academic paper. The primary objective is to foster critical thinking, scholarly inquiry, and
the ability to contribute original research to the academic community.
Course The course content be divided into minimum 3 Units to maximum 5 units along with
Content defined hour of teaching for each unit.
Units Course Content Hr. of Teaching
I
II
III
IV
Texts /
References
Learning By the end of this course, students will be able to Identify and formulate a clear,
Outcomes researchable question or hypothesis in their chosen area of study. Conduct a thorough
(not more literature review and critically evaluate existing scholarship relevant to their research topic.
than 100 Apply appropriate research methodologies and analytical techniques to gather and
words) interpret data. Organize and present research findings in a coherent, logically structured,
and academically rigorous dissertation. Demonstrate proficiency in academic writing,
citation, and adherence to ethical research practices. Defend their research and
conclusions effectively, demonstrating depth of understanding and the ability to engage in
scholarly discourse.

Head of the Department

79
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
80
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours

86